STATE BOARD MEETING
State Board Office • 1300 Quince Street SE • Olympia, WA 98504
4th Floor • Cascade Rooms
Study Session:
Wednesday, Feb. 4, 2015
1 p.m. to 5 p.m.
Business Meeting:
Thursday, Feb. 5, 2015
8:30 a.m. to 11:30 a.m.
Beth Willis, chair ● Shaunta Hyde, vice chair
Jim Bricker ● Elizabeth Chen ● Anne Fennessy
Wayne Martin ● Larry Brown ● Jay Reich ● Carol Landa-McVicker
Marty Brown, executive director ● Beth Gordon, executive assistant
Statutory Authority: Laws of 1967, Chapter 28B.50 Revised Code of Washington
Feb. 4
Study Session Agenda
1 p.m.
Call to order and welcome
Beth Willis, Chair
1:05 p.m.
Earn and Learn
Jan Yoshiwara
Discuss
Tab 1
4:05 p.m.
2017-19 Capital Budget development
Wayne Doty
Discuss
[Tab 5]
5 p.m.
Adjournment
5:30 p.m.
Dinner meeting with guest speaker Les Purce, Council of Presidents,
chair
Indian Summer, Bordeaux Room
5900 Troon Lane SE, Olympia, WA 98501
Feb. 5
Regular Business Meeting Agenda
8 a.m.
Breakfast
8:30 a.m.
Call to order and adoption of agenda
Beth Willis, Chair
Action
8:35 a.m.
Approval of consent agenda
a. SBCTC meeting minutes, Dec. 3, 2014
b. Common Integrated Library System Project
Resolution 15-02-01
c. Lake Washington Institute of Technology, surplus property, 10 acres
in Duval, WA
Resolution 15-02-02
d. ctcLink Mobility Initiative
Resolution 15-02-03
Action
Tab 2
Washington State Board for Community and Technical Colleges
www.sbctc.edu | February 2015
8:40 a.m.
WACTC report
Ed Brewster, WACTC chair
8:55 a.m.
TACTC report
Dan Altmayer, TACTC immediate past president
9:10 a.m.
Applied baccalaureate degree statements of need
a) Whatcom, Information Technology: Networking
b) Tacoma, Health Informatics and Information Administration
c) Seattle Central, Information Technology: Networking
d) Yakima Valley, Information Technology: System
Administration
Joyce Hammer
Discuss
Tab 3
10 a.m.
Final consideration of applied baccalaureate degrees
a. Bellevue, Applied Accounting
Resolution 15-02-04
b. Olympic, Organizational Leadership and Technical Management
Resolution 15-02-05
c. Pierce, Dental Hygiene
Resolution 15-02-06
d. Spokane Falls, Information Systems and Technology
Resolution 15-02-07
Joyce Hammer
Action
Tab 4
10:40 a.m.
2017-19 Capital Budget development
Resolution 15-02-08
Wayne Doty
Action
Tab 5
10:50 a.m.
Legislative report and intern program
Alison Grazzini
Discuss
Tab 6
11 a.m.
Executive director report
Marty Brown
Discuss
11:15 a.m.
Chair’s Report
Beth Willis
Discuss
11:30 a.m.
Adjournment
Next meeting: March 25-26, 2015 ~ State Board Office, Olympia
12 p.m.
2015 student rally
Legislative Building, Rotunda
EXECUTIVE SESSION: Under RCW 42.30.110, an Executive Session may be held. Action from the Executive Session may be taken, if necessary, as a result of items discussed in the
Executive Session.
PLEASE NOTE: Times above are estimates only. The Board reserves the right to alter the order of the agenda. Reasonable accommodations will be made for persons with disabilities if
requests are made at least seven days in advance. Efforts will be made to accommodate late requests. Please contact the Executive Director’s Office at (360) 704-4309.
Washington State Board for Community and Technical Colleges
www.sbctc.edu | February 2015
Study Session Item
Feb. 4, 2015
Tab 1
Earn and Learn
Brief description
Board member Larry Brown will lead a three-panel study session on college programs that place
students in the workplace as an integral part of their education program. In work-based learning
programs, workplace skills are linked to classroom instruction through placements in business and
industry that allow students to experience first-hand what workers do on the job. Presenters representing
apprenticeships, integrated work-based programs and internships will talk with the board about the
strengths and challenges of these “earn and learn” models.
How does this link to the System Direction, Mission Study, and Policy Focus
Programs integrating work-based learning as a part of a student’s education pathway address the System
Direction goals to strengthen state and local economies by meeting the demands for a well-educated and
skilled workforce as well as using technology, collaboration and innovation to meet the demands of the
economy and improve student success. The demand for work-ready graduates, who are familiar with
business practices and processes, is dramatically increasing. More and more federal, private and state
funders are requiring meaningful employer engagement to help ensure education programs are meeting
the needs of business and industry. Through collaborative efforts between business, labor and the
colleges, our students are benefiting from relevant, real-life work-based experiences that build critical
workforce pipelines needed by our state’s employers.
Analysis
Washington’s community and technical colleges serve two vital roles. One is to provide access to
education and economic opportunity to over 400,000 students who need skills to gain employment and a
promising career. A second role is to address the skills gap shortages experienced by employers that
impact Washington’s economy and the creation of much-needed jobs. Fulfilling these roles requires
deep engagement between colleges, labor and employers.
The objectives of work-based learning are to:
• Expand and enhance students’ learning through planned career experiences in an actual work
setting.
• Help students make the transition from school to work and a career.
• Teach the environment of work.
• Increase students’ awareness and appreciation of the relevance of academic subjects as they
apply to their occupational choice.
• Project a positive image for students through involvement in business and industry.
Apprenticeships
Apprenticeship is a state-funded program that combines classroom studies with full-time, on-the-job
training supervised by a journey-level craft person or trade professional. The classroom studies are
offered by a variety of providers, including employer sponsored schools, union sponsored schools, and
community and technical colleges.
Tab 1
The following table shows the apprenticeship headcount and FTES for the community and technical
college system for the last four years. Last year apprenticeship activities at the colleges increased five
percent from 6,803 (1,985 FTES) in 2012-13 to 7,145 (2,112 FTES) in 2013-14. The increase is
attributable to an improving economy and increase in apprentice-able career fields.
2010-11
2011-12
2012-13
2013-14
Headcount
8,468
7,502
6,803
7,145
FTE
2,576
2,199
1,985
2,112
Apprentices typically enroll part-time, except at Olympic College where a higher number of students are
full-time based on a federal apprenticeship model. Apprenticeship students typically earn about four
credits per quarter.
Apprenticeship training is carried out by 19 community and technical colleges. Seven colleges (Bates
Technical College, Columbia Basin College, Everett Community College, Olympic College, Renton
Technical College, South Seattle Community College and Spokane Community College) provide the
bulk of enrollments.
For the period ending September 30, 2014, the Department of Labor and Industries reported 12,211
active apprentices including newly registered apprentices. Of this total, 7,145 apprentices are supported
by the colleges, representing 58 percent of all apprenticeships.
Apprenticeship enrollments are funded by general enrollments allocated to colleges as part of their base
funding.
Apprentices enrolled in related supplemental instruction (RSI) at the community and technical colleges
receive a 50 percent tuition waiver, as required by board policy. In addition, minimum rates have been
established for contracting training from the training trusts and paying rent when trust facilities are used
for the training. Those rates are adjusted biennially, based on the system budget changes funded by the
Legislature.
A total of 130 FTES funded at $5,879 each for 2014-15 are awarded through an application process to
support related and supplemental instruction and related expenses at community and technical colleges
that are working with the Aerospace Joint Apprenticeship Committee (AJAC).
Presentations
Ed Brewster, president of Grays Harbor College, will discuss Germany’s apprenticeship model.
Jody Robbins, Washington Department of Labor and Industries, and Lee Newgent, Washington State
Apprenticeship Council, will provide an overview of Washington state’s apprenticeship program.
2
Tab 1
Norma Whitacre, dean of business and technology at Olympic College, will discuss federal
apprenticeship programs offered in partnership with the college.
Lynn Strickland, executive director of the Aerospace Joint Apprenticeship Committee, will present their
unique apprenticeship model.
Holly Moore, executive dean at South Seattle College, will discuss the college system’s support of state
apprenticeships.
Internships
Internships are structured and supervised professional experiences, within an approved organization, for
which a student earns academic credit. Many professional-technical programs require an internship as a
graduation requirement. An internship is guided by learning goals and supervised jointly by college
faculty and a staff mentor within the organization. Student internships may be paid or unpaid and
typically last between one and four or five months.
Generally, an internship consists of an exchange of services for experience between the student and an
organization. Students can use an internship to determine if they have an interest in a particular career
and create a network of contacts. Some interns find permanent, paid employment with an organization
where they completed an internship. This can be a significant benefit to the employer because the intern
can be evaluated in more depth for suitability for a specific position before an employment offer is
made. Experienced interns often need little or no training when they begin regular employment.
Debbie White, embedded career specialist at South Seattle College, will present on the college’s
internship model, considered a best practice in work-based education.
Carolyn Brunson, grants coordinator, will discuss Bellingham Technical College’s Alcoa Foundation
Grant that helps place youths ages 19 to 24 into internships as part of their professional-technical
program.
Integrated Work-based Learning
This is an educational model in which students alternate their formal studies at the college with on-thejob training. The college and industry partner develop the program curriculum and sequence jointly.
Students often earn industry-specific credentials as well as accredited college certificates and degrees.
Integrated work-based learning may be paid or unpaid and usually includes at least one quarter and as
many as four or five quarters in industry.
Andy Winnett, director of the John Deere Agriculture Program at Walla Walla Community College, will
discuss the college’s partnership with John Deere Corporation and the John Deere Technology Program.
Michael Boehm, director of Dealer Services and Manufacturing Relations, will present on Shoreline
College’s automotive programs and the college’s partnership with the Puget Sound Auto Dealer
Association.
Tab 1
Potential questions
•
•
Are there policy considerations that would enhance employer involvement supporting work-based
learning models within the community and technical college system?
What are the policy implications for targeting resources for developing work-based learning models
to support the development of a workforce pipeline for key industries?
Recommendation/preferred result
The State Board continues to monitor and support work-based learning, providing guidance as needed.
Policy Manual change Yes ☐ No ☒
Prepared by: Marie Bruin, policy associate, Workforce Education
360-704-4360, mbruin@sbctc.edu
Kathy Goebel, policy associate, Workforce Education
360-704-4359, kgoebel@sbctc.edu
4
South Seattle College: Embedded
Career Services Model
Deborah White
South Seattle College
South’s Georgetown Campus
Seattle Central College
North Seattle College
Part of Seattle Colleges
District
WorkSource Affiliate and
Connection Site
Partnerships
Relationship-Based Culture
Learn more:
http://www.southseattle.edu/worksource/co
mmunity-based-organizations.aspx
9,000
8,000
7,000
6,000
5,000
Students @
South
Students @
WorkSource
4,000
3,000
2,000
1,000
0
2006
Historical Context
2014
Duncan Burgess
Kelly DeForrest
Creation of Embedded
Career Services Model
"If the mountain will not come to Mahomet,
Mahomet must go to the mountain.”
- English Proverb
Embedded Career
Specialists
Boeing Interview Workshop in the Aviation Maintenance Technology
Computer Lab specifically for Aviation students
Workshops
Delta Airlines intern celebrates his last day with a pizza party
Internship Placement
Aegis Living, ResCare, and Home Instead representatives share their
knowledge of the healthcare industry
Employer Panels
Healthcare Hiring Event for students in the Certified Nursing Assistant program,
Medical Office Professional program, and the Licensed Practical Nursing program
Hiring Events
Engineering Graphics and Design Technology class goes to Exotic Metals
Forming Company
Site Visits
Automotive Collision & Repair class visits Kenworth
Site Visits
Automotive Maintenance Technology students listen to representatives from
Hertz and West Seattle Autoworks
Employer Panels
Students in the Diesel and Heavy Machinery program conduct mock interviews
with various employers such as Cummins NW, Pape Machinery, King County
Metro, Pacific Power Group, Kenworth, Charlie’s Produce, and OPTI Staffing.
Mock Interview Events
Mercedes Benz comes
to the South campus!
Employer Visits
Coveralls contribute to pride in one’s work
Uniforms
Before
Lab Time
After
King County Metro
demystifies their
application process
Presentations
Employer Partnerships: Faculty Driven
Employment Opportunities
Internship Example: Delta
Airlines
Internship Example: King
County Metro
PARTNERSHIPS
Support from Start to
Finish!
“Being on a steady routine, working hard, and
having help when needed, along with the support
and camaraderie of classmates really helped to
reinforce and prove my capability. The
instructors and staff really care to see you
succeed and make many important resources
available that can really help.”
“The Welding Fabrication Technology program at South Seattle
College is outstanding. Not only do they prepare you for a job
with on the floor shop time but also with in-class lectures as well.
They go even further by helping you find an internship that can
lead to a job.”
"At South, not
only did I get
high quality
education from
an experienced
CAD teacher,
but I've also
received
professional
help with
preparing my
resume, and
with
preparation for
real-world job
interviews"
Contact:
Deborah White
206-934-7935
deborah.white@seattlecolleges.edu
Tab 2a
STATE BOARD MEETING
Meeting Minutes
Centralia College
Business Meeting:
Dec 3, 2014
1 p.m. to 5:05 p.m.
Beth Willis, chair ● Shaunta Hyde, vice chair
Jim Bricker ● Elizabeth Chen ● Anne Fennessy
Wayne Martin ● Larry Brown ● Jay Reich ● Carol Landa-McVicker
Marty Brown, executive director ● Beth Gordon, executive assistant
Statutory Authority: Laws of 1967, Chapter 28B.50 Revised Code of Washington
Action Index
Resolution
Description
Page
Adoption of consent agenda:
14-12-68
14-12-69
14-12-70
14-12-71
14-12-72
14-12-73
14-12-74
14-12-75
Approval of State Board regular meeting minutes for
Oct 30, 2014
2
Skagit Valley College, property acquisition, 2011 N. LaVenture Road
Seattle Central College, local expenditure, Maritime Academy
Highline College, local expenditure, Building 24A renovation
Yakima Valley Community College, Property Acquisition, 803 S. 12th
Clark College, Local Expenditure, Culinary Renovation
Green River Community College, property acquisition, Auburn Lot
Centralia College, local expenditure, Parking 405 S. Iron Street
2015 legislative agenda
2
2
2
2
2
2
2
4
Washington State Board for Community and Technical Colleges
www.sbctc.edu | December 2014
Regular meeting minutes
State Board members present
Beth Willis, Jim Bricker, Elizabeth Chen, Anne Fennessy, Wayne Martin, Larry Brown, Jay Reich and Carol LandaMcVicker
State Board members absent
Shaunta Hyde
Call to order and welcome
Chair Beth Willis called the meeting to order at 1 p.m., welcomed those present, and asked for audience
introductions.
Adoption of regular meeting agenda
Motion:
Moved by Elizabeth Chen and seconded by Jim Bricker that the State Board adopt its Dec 3, 2014, regular
meeting agenda as presented.
Adoption of consent agenda (Resolutions 14-12-68 through 14-12-74)
Motion:
Moved by Jim Bricker and seconded by Carol Landa McVicker that the State Board adopt the consent
agenda for its Dec 3, 2014, regular meeting holding item “h” for a separate vote:
a) Approval of State Board regular meeting minutes for Oct 30, 2014
b)
c)
d)
e)
f)
g)
Resolution 14-12-68: Skagit Valley, property acquisition, 2011 N. LaVenture Road
Resolution 14-12-69: Seattle Central, local expenditure, Maritime Academy
Resolution 14-12-70: Highline, local expenditure, Building 24A Renovation
Resolution 14-12-71: Yakima Valley, property acquisition, 803 S. 12th
Resolution 14-12-72: Clark, local expenditure, Culinary Renovation
Resolution 14-12-73: Green River, property acquisition, Auburn Lot
Centralia College, local expenditure, Parking 405 S. Iron Street
(Resolution 14-12-74)
State Board member, Jim Bricker asked that Resolution 14-12-74 be pulled from the consent agenda for a separate vote.
Jim Bricker joked with friend and Centralia College Trustee, Stuart Halsan.
Motion: Moved by Jim Bricker and seconded by Wayne Martin that the State Board adopt Resolution 14-12-74 approving
Centralia College’s request for a local expenditure for parking at 405 S. Iron Street.
Motion carried.
Washington State Board for Community and Technical Colleges
www.sbctc.edu | December 2014 | Page 2
Host college presentation
Centralia College President Dr. Robert Frost brought in students to highlight programs at Centralia College:
• Business student, Jason Donahe – Grant awarded Volunteer Income Tax Assistance (VITA)
• Business student, Kiandre Brasher – Forensic Accounting Club
• Engineering student, Blake Wiley – Near Space 2014 Robotics and Automation
• Geology student, Garret Marlantes – Earth Science Study
Trustees’ Association report
•
•
•
•
•
Fall conference
Legislative Action Committee meeting
Name change to Washington State Association of College Trustees
Aspen Awards
Upcoming winter meeting
Presidents’ Association report
•
•
•
•
•
Workforce Innovation and Opportunity Act (WIOA)
Allocation recommendations
International enrollment rules
Proposed Legislation for Increments
President retirements
Student Voice – Legislative Academy presentation
Student leadership groups from each college come together in Olympia every fall for a Legislative Academy to build a
statewide legislative platform for the upcoming session. The students gathered in November to learn about the legislative
process, speak with legislative leaders and community and technical college trustees and presidents, and develop their
action plan for addressing student concerns and priorities.
Staff facilitated a student leadership panel that presented the student legislative priorities. Board members had an
opportunity to provide feedback and insight to students on their priorities.
Legislative report and approval of the 2015 legislative agenda (Resolution
14-12-75)
The 2015 legislative session is expected to be particularly challenging given state budget constraints and changing political
dynamics. To reach legislative goals identified by the CTC system, a coordinated advocacy approach will be implemented
to support overall system wide success.
Audience
Key stakeholders are the target audience for legislative outreach activities with support from the community and technical
system. Communication and partnership will allow for broader messaging to reach mass audiences, greater promotion of
a two-year college education, and increased ability to strategically deploy system resources.
Washington State Board for Community and Technical Colleges
www.sbctc.edu | December 2014 | Page 3
Session resources
During the legislative session, SBCTC Government Relations and Communications will provide materials to inform
system wide decisions and promote consistent messaging.
Advocacy timeline
The goal of the session advocacy plan is to share the value of community and technical colleges with stakeholders to
create a consistent refrain of support while targeted legislative efforts are underway. This plan will be adjusted depending
on the pace and timing of session events, dates and activities.
Legislative internship program
SBCTC, in cooperation with the Council for Unions and Student Programs (CUSP) and the Washington Association of
Community and Technical College Student Association (WACTCSA) has created an internship program for the duration
of the legislative session. This is an opportunity for two-year college students to learn about the legislative process, gain
professional work experience, and earn college credit towards a certificate or degree.
Based at the state capitol in Olympia, interns will be responsible for tracking legislative proposals, advocating for two-year
college student priorities, and interacting with elected officials. Work includes attending and participating in legislative
committee hearings, monitoring floor action, and ensuring community and technical college (CTC) students are
represented throughout the legislative session.
The internship will commence at the beginning of January and last through the end of the regular legislative session. The
number of hours worked per week will be determined by college credit requirements.
Motion: Moved by Jim Bricker and seconded by Jay Reich that the State Board adopt Resolution 14-12-75 approving the
2015 legislative agenda.
Motion carried.
2017-19 Capital Budget development discussion
In February 2015, the State Board will be asked to adopt selection criteria and instructions for the development of the
system’s 2017-19 biennial capital budget request. The criteria are used to prioritize college requests relative to the
system’s policy objectives and are reviewed and updated every two years in response to new objectives, experience and
external interests. At this meeting, the board will be briefed on the growing need for infrastructure work; the projected
capacity for new projects; and the work being done by system groups to address these factors. The policy objectives of
the system’s capital budget request will be reviewed. Finally, WACTC will present their recommendation to limit the
competition for new major projects in 2017-19.
Executive director report
•
•
•
Local capital projects over $1 million
Happenings at the State Board since the September retreat
Parking lot items
Washington State Board for Community and Technical Colleges
www.sbctc.edu | December 2014 | Page 4
Chair notes
•
•
Math Task Force update – Wayne Martin and Elizabeth Chen
Faculty and Staff of Color Conference – Wayne Martin and Carol Landa McVicker
Adjournment/next meeting
There being no further business, the State Board adjourned its regular meeting of December 3, 2014, at 5:05 p.m. The
State Board will hold next meeting Feb 4-5, 2015, at SBCTC Olympia.
Attest:
Elizabeth Willis, Chair
Marty Brown, Secretary
Washington State Board for Community and Technical Colleges
www.sbctc.edu | December 2014 | Page 5
Consent Item (Resolution 15-02-01)
Feb. 5, 2015
Tab 2b
Common Integrated Library System (ILS) project
Brief description
The goal of this project is to secure a statewide Integrated Library System (ILS) in order to empower all
students with the skills, resources, and services essential to find and use information in a complex and
competitive world.
How does this link to the System Direction, Mission Study and Policy Focus
•
By creating a combined catalog of community and technical college library resources: All
students system-wide will have access to the collective resources of the community and technical
college system similar to the legislatively-funded catalog for the publicly funded universities.
•
By providing timely delivery of resources to students: Speed the delivery of non-digital
resources via an existing Oregon/Washington library courier system.
•
By providing student-initiated interlibrary borrowing: All students system wide will have the
same access that the legislature funded for public university students related to student-initiated
interlibrary loan service.
•
By providing simplified searching to all library resources: All students will be able to search
shared and local, digital and non-digital resources with a single modern search tool.
Background information and analysis
Libraries and their collections are critical components of learning and accreditation, critical supports for
degrees, and make a positive impact on retention. Online resources are now vital and integral to each
library’s collection.
Every library must use library system software to manage their collections. The old-fashioned legacy
systems in use now were not designed to manage and deliver access to online resources. This impacts
online and hybrid classes disproportionately.
Moving to a common platform hosted in the vendor’s cloud will allow for
• significant cost savings with an SBCTC-facilitated statewide contract
• shared implementation, resulting in saved money and workload
• a shared system coordinator to work with the vendor as well as providing shared technical
support and training across the system
• ongoing efficiencies both within and between libraries, offsetting the initial workload of
implementing a new system
• the ability to share expertise across the system allows librarians to focus more on teaching and
learning and less on technical systems
Tab 2b
Potential questions
•
•
How does this impact student retention and academic performance?
How does this enable sharing of expertise across the system and allow librarians to focus more on
teaching and learning and less on technical systems?
Recommendation/preferred result
Staff recommends approval of Resolution 15-02-01, delegating authority to the SBCTC Executive
Director to act as a contract agent for the colleges and enter into a contract with Ex Libris on behalf of
the college system. The contract amount is $1.5 million.
Policy manual change Yes ☐ No ☒
Prepared by: Michael Scroggins, deputy executive director for Information Technology
360-402-0863, mscroggins@sbctc.edu
2
Tab 2b
State of Washington
State Board for Community and Technical Colleges
Resolution 15-02-01
A resolution relating to College Integrated Library Systems (ILS) Contract.
WHEREAS, Washington’s community and technical college libraries share technology that provides a
wide range of functionality to students and faculty; and
WHEREAS, the State Board for Community and Technical Colleges has responsibility for the college
system shared technology and associated contracts; and
WHEREAS, a need exists to acquire a common integrated library system; and
WHEREAS, through a negotiated process a vendor for the common integrated library system has been
identified;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
delegates to the executive director the authority to act as a contract agent for the colleges and enter into
contract with Ex Libris as the Integrated Library System vendor.
APPROVED AND ADOPTED on Feb. 5, 2015.
ATTEST:
_______________________________
Marty Brown, secretary
__________________________________
Elizabeth Willis, chair
3
Consent Item (Resolution 15-02-02)
Feb. 5, 2015
Tab 2c
Lake Washington Institute of Technology Surplus of
Property (Duvall, Washington)
Brief description
Lake Washington Institute of Technology seeks to surplus 10.0 acres in Duvall, Washington, in order to
use the proceeds to focus on its facilities priorities. The Institute’s Board of Trustees approved this
action at their Feb 2, 2015 meeting.
How does this link to the System Direction, Mission Study and Policy Focus
This resolution will help Lake Washington Institute of Technology deliver state-of-the-art, lifelong
education that is relevant, convenient and efficient.
Background information and analysis
The proposed sale of the Duvall property, valued at $2,295,500, would allow the institute to focus on its
facilities priorities as outlined in their 2014 Facilities Master Plan. The institute plans to utilize proceeds
from the sale to address capital needs, including the development of the Kirkland campus to address
applied design, engineering and technology programs and the potential to serve students and industry
partners in their service area.
The property was partially donated through a Memorandum of Understanding between the institute, the
City of Duvall, and Cam West Development, with the institute paying $500,000 from capital matching
funds appropriated in the 2003-05 biennium. The property is not being used and both Cam-West
Development and the City of Duvall have been notified of the institute’s plans and their reasons, with no
objections.
There will be no ongoing expenses related to the sale of the property and the institute expects to save
some operating funds currently utilized to maintain the property. The institute plans to utilize the
Department of Enterprise Services Real Estate Services to complete the sale.
Potential questions
Is surplusing this property consistent with the State Board's goal of finding more and better ways to
reduce barriers and expand opportunities so more Washingtonians can reach higher levels of education?
Recommendation/preferred result
Staff recommends approval of Resolution 15-02-02, giving Lake Washington Institute of Technology
authority to surplus 10.0 acres in Duvall, Washington.
Policy Manual change Yes ☐ No ☒
Prepared by: Wayne Doty, capital budget director
360-704-4382, wdoty@sbctc.edu
Tab 2c
State of Washington
State Board for Community and Technical Colleges
Resolution 15-02-02
A resolution relating to Lake Washington Institute of Technology’s request to surplus 10.0 acres in
Duvall, Washington.
WHEREAS, the proposed sale of the Duvall property, valued at $2,295,500, would allow the institute
to focus on its facilities priorities as outlined in their 2014 Facilities Master Plan, including the
development of the Kirkland campus to address applied design, engineering, and technology programs
and the potential to serve students and industry partners in the “region of boom;” and
WHEREAS, there will be no ongoing expenses related to the sale of the property and the institute
expects to save some operating funds currently utilized to maintain the property; and
WHEREAS, the institute plans to utilize the Department of Enterprise Services Real Estate Services to
complete the sale;
THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges
authorizes Lake Washington Institute of Technology to surplus 10.0 acres in Duvall, Washington.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the executive director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on Feb. 5, 2015.
ATTEST:
_______________________________
Marty Brown, secretary
__________________________________
Elizabeth Willis, chair
Consent Item (Resolution 15-02-03)
Feb. 5, 2015
Tab 2d
ctcLink Mobility Initiative
Brief description
The intent of the ctcLink Mobility Initiative is to provide, as much as practicable, a device independent
mobile application that will allow users convenient and secure access to their ctcLink account from a
mobile device. Users include students and faculty and staff. The mobile solution provides users access
that is congruent to features and functions native to the Oracle/PeopleSoft experience.
How does this link to the System Direction, Mission Study and Policy Focus
•
Mobile is part of the SBCTC’s strategic plan for student retention and success.
•
The future of learning is mobile, whether it is a simple delivery technology or something that
enables a new method of instruction not yet possible. This is the future that is reflected in the
SBCTC strategic direction.
•
Engagement is a key aspect of any student’s academic success. Increasingly, students have been
turning to mobile and social tools for enabling this engagement.
•
Providing tools to find creative ways to bridge the divide between personal learning
environments and institutional learning environments.
Background information and analysis
Today’s students have increasingly mobile lives. They use their cell phones and tablets to access
multimedia content. They tweet, use Facebook and Instagram pictures of their daily lives. These are
people who are more likely to access content in a mobile format first. If colleges want to connect with
students they need to think like them, which require creating a mobile and social presence.
The future of learning is mobile.
Potential questions
Questions that need to be answered
•
How are mobile initiatives impacting teaching, learning, and student success?
•
How are mobile initiatives advancing learning technology?
•
How is the system developing the technical competencies necessary to support future mobile
initiatives?
Recommendation/preferred result
The recommendation is to delegate authority to the SBCTC Executive Director to act as a contract agent
for the colleges and enter into a contract with HighPoint Technology Solutions, Inc. on behalf of the
college system. The contract amount is $893,750.
Policy Manual change Yes ☐ No ☒
Prepared by: Michael Scroggins, deputy executive director for Information Technology
360-402-0863, Mscroggins@sbctc.edu
Tab 2d
State of Washington
State Board for Community and Technical Colleges
Resolution 15-02-03
A resolution relating to ctcLink Mobile Software Application contract.
WHEREAS, Washington’s community and technical college share technology that provide a wide
range of functionality to students and faculty; and
WHEREAS, the State Board for Community and Technical Colleges has responsibility for the college
system shared technology and associated contracts; and
WHEREAS, a need exists to acquire a common mobile software application; and
WHEREAS, through a competitive process an apparent successful vendor HighPoint Technology
Solutions, Inc. has been identified;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
delegates to the executive director the authority to act as a contract agent for the colleges and enter into
contract with HighPoint Technology Solutions, Inc. as the ctcLink mobile application vendor.
APPROVED AND ADOPTED on Feb. 5, 2015
ATTEST:
_______________________________
Marty Brown, secretary
__________________________________
Elizabeth Willis, chair
2
Regular Meeting
Feb. 5, 2015
Tab 3
Applied baccalaureate degree statements of need
Brief Description
A conceptual discussion will occur between the State Board and colleges proposing to offer Bachelor of
Applied Science (BAS) degree programs.
The Statement of Need addresses six areas:
• relationship to institutional role, mission, and program priorities
• support of the statewide strategic plans
• employer/community demand for graduates with baccalaureate level of education proposed in
the program
• applied baccalaureate program builds from existing professional and technical degree program
offered by the institution
• student demand for program within service area
• efforts to maximize state resources to serve place-bound students
How does this link to the System Direction, Mission Study and Policy Focus
In the System Direction report, the State Board for Community and Technical Colleges states its vision
as building strong communities, individuals and families while achieving greater global competitiveness
and prosperity for Washington state and its economy by raising the knowledge and skills of its state
residents.
Colleges that provide applied baccalaureate programs are focused on three core areas in developing their
Statement of Needs: Economic Demand, Student Success and Innovation. Colleges inherently meet
the needs of changing economies by increasing the number of skilled employees in the areas of greatest
unmet need. Through this, colleges create greater access to higher education by enrolling underserved
populations and ensure community and technical colleges are affordable and accessible for students.
Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas
in demand by employers and students. As part of the development of emerging programs, colleges with
applied baccalaureate programs have addressed innovation by creating programs that are technology and
globally focused.
During this past year, the State Board requested a third-party evaluation on applied baccalaureate
degrees in Washington and found through a study that these programs are consistent with the college
mission, impact institutions positively and respond to community and student needs. State Board
researchers also conducted a policy and outcomes evaluation and corroborated beliefs that applied
baccalaureate degree programs increase educational pathways for professional-technical associate
graduates and are demonstrating promise through increased retention rates, completion rates and student
diversity. The college presidents and vice presidents of instruction continue to provide support to State
Board staff for system oversight of applied baccalaureate degree program offerings. Four-year public
and private baccalaureate institutions also are able to provide feedback through the 30-day review
process during which the Statements of Need are posted and distributed throughout the higher education
system.
Tab 3
To date, the Board has approved 39 bachelors of applied science degree programs at 18 colleges to be
implemented by the 2015-2016 academic year. Thirteen proposals are engaged in the approval process,
and colleges have expressed interest in 20 additional programs. (Attachment A: Applied baccalaureate
degree programs)
Background information and analysis
3a) Whatcom Community College – BAS Information Technology: Networking
Whatcom Community College proposes to develop a Bachelor of Applied Science in Information
Technology: Networking degree beginning fall 2017. This degree will build upon Whatcom’s current
Associate in Science in Computer Information Systems and Associate in Applied Science-Transfer in
Cybersecurity while focusing on industry sectors including Industrial Control Systems, Cloud
Computing and Mobile Technologies. Graduates will be prepared to enter the workforce as network
administrators, computer and information systems managers, or computer network architects. Whatcom
Community College is a National Center of Academic Excellence in Information Assurance 2-Year
Education and the lead institution for CyberWatch West, a National Science Foundation regional center
for cybersecurity education. Whatcom will utilize these unique resources and expertise in developing the
new degree while offering opportunities for place bound students limited to options in the Whatcom
County area. If approved, this would be the first applied baccalaureate degree program for Whatcom
Community College.
3b) Tacoma Community College – BAS Health Informatics and Information Administration
Tacoma Community College proposes to develop a Bachelor of Applied Science Degree in Health
Informatics and Information Administration which will prepare students for careers that involve “the
practice of acquiring, analyzing and protecting digital and traditional media information vital to
providing quality patient care.” How health information is collected and disseminated are key
components to this long established field. With the move toward electronic health records and the
implementation of the Affordable Care Act, professionals in the health information technology fields are
in high demand. This applied baccalaureate degree is designed to build upon Tacoma Community
College’s current Associate of Applied Science in Health Information Technology and also provide a
pathway for students who currently are certified as Registered Health Information Technicians but wish
to earn the bachelor’s degree and Registered Heath Information Administrator credential. Tacoma
Community College does not currently offer an applied baccalaureate degree program.
3c) Seattle Central College – BAS Information Technology: Networking
Seattle Central College seeks approval to develop a Bachelor of Applied Science Degree in Information
Technology: Networking (BAS-ITN) beginning in fall 2016. The proposed BAS-ITN degree will help
address market demand for high-level, high-demand occupations such as computer network architect,
information security analyst, computer and network administrator, and system analyst. In particular, the
degree will help meet the growing demand for employees with advanced certifications or skills such as
Cisco Certified Network Professionals, industry certifications in Microsoft SQL and SharePoint,
supplemental skills in Perl, fluency in advanced programming languages and mobile application
security. The proposed applied baccalaureate degree will build upon Seattle Central’s current associate
in applied science-transfer degrees including but not limited to Application Support, Network Design
and Administration, and Programing. Seattle Central College currently offers three applied
baccalaureate degree programs.
2
Tab 3
3d) Yakima Valley Community College – BAS Information Technology: System Administration
Yakima Valley Community College seeks approval to develop a Bachelor of Applied Science in
Information Technology: System Administration. The applied baccalaureate degree program will build
upon Yakima Valley’s associate of applied science degrees in Information Technology, Network
Administrator and Support Specialist as well as numerous Information Technology certificates. With the
college’s unique location, the degree would provide additional expertise and skills for a workforce to
expand businesses as well as provide educational opportunity for place-bound working adults for fields
requiring bachelor’s degrees. Yakima Valley Community College currently offers one applied
baccalaureate degree in Applied Business Management.
Potential questions
•
•
•
Do the college proposals for a bachelor of applied science meet the vision, mission and goals of their
respective colleges?
Do the proposed bachelor of applied science degree programs serve the current and future needs of
the colleges’ regions and the state?
Do the proposed bachelor of applied science degree programs support the State Board for
Community and Technical College System Direction goals and Mission Study action plans for
sustaining economic prosperity into the future?
Recommendation/preferred result
Staff will provide a brief overview of applied baccalaureate degree proposals. Board members will have
an opportunity to discuss the applied baccalaureate proposals with college representatives in the context
of meeting college and system goals.
Policy Manual change Yes ☐ No ☒
Prepared by: Joyce Hammer, director, Transfer Education
360-704-4338, jhammer@sbctc.edu
3
Tab 3
Attachment A
Washington’s Community and Technical Colleges
Applied baccalaureate degree programs
February 2015
College
Peninsula
South Seattle
Lake Washington
Columbia Basin
Centralia
Columbia Basin
North Seattle
Yakima Valley
Highline
Clover Park
Lake Washington
Green River
Grays Harbor
Bellevue
Spokane Falls
Olympic
North Seattle
Clark
Renton
Clover Park
Degree
Status
BUSINESS/MANAGEMENT
Applied Management
Hospitality Management
Applied Design
Applied Management
Applied Management
Project Management
International Business
Applied Business Management
Global Trade and Logistics
Manufacturing Operations
Transportation and Logistics Management
Marketing and Entrepreneurship
Applied Management
Applied Accounting
Applied Management
Organizational Leadership & Technical Management
Property Management
Applied Management
Applied Management
Facility Management
Page 1 of 3
Began 2007
Began 2007
Began 2009
Began 2009
Began 2012
Began 2013
Began 2013
Began 2014
Began 2014
Began 2014
Began 2014
Beginning 2015
Board review Feb. 2014
Board review Jun. 2014
Board Review Oct. 2014
Board review Oct. 2014
Board review Oct. 2014
Intent expressed
Intent expressed
Intent expressed
Outcomes
103 graduates
107 graduates
59 graduates
134 graduates
20 graduates
5 graduates
College
Pierce
Clover Park
Olympic
Bellevue
Seattle Central
Bellevue
Bellevue
Seattle Central
Highline
Lake Washington
Clark
Highline
Seattle Central
Wenatchee Valley
Columbia Basin
Bellevue
Pierce
Clark
Columbia Basin
Bellevue
Green River
Lake Washington
Columbia Basin
Bellevue
Green River
North Seattle
Highline
Bellevue
Degree
Status
Homeland Security-Emergency Management
Operations Management
HEALTH CARE
Nursing RN-B
Radiation and Imaging Sciences
Behavioral Sciences
Health Care Technology and Management
Nursing RN-B
Allied Health Science
Respiratory Care
Public Health Administration
Dental Hygiene
Behavioral Science - Youth Development
Nursing RN-B
Nursing RN-B
Nursing RN-B
Molecular Sciences (STEM)
Dental Hygiene
Behavioral Science
Dental Hygiene
Health Promotion Lifestyle Intervention
Nursing RN-B
Nursing RN-B
INFORMATION TECHNOLOGY
Cyber Security
Information Systems and Technology
Information Technology: Network Administration and Security
Application Development
Cyber Security and Forensics
Data Analytics
Page 2 of 3
Outcomes
Intent expressed
Intent expressed
Began 2007
Began 2007
Began 2009
Began 2011
Began 2012
Began 2014
Began 2014
Began 2014
Beginning 2015
Beginning 2015
Beginning 2015
Beginning 2015
Beginning 2015
Approved Oct. 2014
Peer review Jan. 2015
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Began 2013
Began 2013
Began 2013
Began 2014
Began 2014
Began 2014
110 graduates
66 graduates
79 graduates
2 graduates
College
Olympic
Green River
Renton
Spokane Falls
Tacoma
Seattle Central
Whatcom
Yakima Valley
Clover Park
Columbia Basin
Bellevue
Lake Washington
Bellevue
South Seattle
Centralia
Skagit Valley
South Seattle
Cascadia
Green River
Green River
Grays Harbor (Joint)
Bellevue
Green River
Bellevue
Bates
Centralia
Lake Washington
Total
Degree
Status
Information Systems (STEM)
Information Technology: Software Development (STEM)
Application Development (STEM)
Information Systems & Technology
Health Informatics and Informational Administration
Information Technology: Networking
Information Technology: Networking
Information Technology: System Administration
Computer Integrated Manufacturing
Database Administration
Integrated Resources Management
Engineering Technology
OTHER
Interior Design
Professional Technical Teacher Education
Diesel Technology
Environmental Conservation
Sustainable Building Science
Sustainable Practices (STEM)
Aeronautical Science
Forest Resource Management
Began 2014
Began 2014
Beginning 2015
Peer review Jan. 2015
30-day review complete
30-day review complete
30-day review complete
30-day review complete
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Digital Marketing
Court Reporting and Captioning
Public Administration
Public Safety Administration
Teacher Education/Special Education
Environmental Health and Occupational Safety
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent expressed
Intent Expressed
Began 2009
Began 2012
Began 2014
Began 2014
Began 2014
Beginning 2015
Board review May 2014
Board review May 2014
Outcomes
147 graduates
832 graduates
Page 3 of 3
Tab 3c
Applied Baccalaureate Degree Program Statement of Need Whatcom Community College Revised December 19th, 2014 ApprovedbySBCTCandHECBNovember2010
RevisedMarch2014
Pagei
COVER SHEET
STATEMENT OF NEED
Program Information
Institution Name:
Whatcom Community College
Degree Name:
IT Networking
CIP Code: 11.1001
Name(s) of existing technical associate degree(s) that will serve as the foundation for this program:
Associate in Science (AS) –
Degree: Computer Information Systems
Degree: AAS-T Cybersecurity
CIP Code: 11.1006
Year
Began: 2000
CIP Code: 11.1003
Year
Began: 2013
Proposed Start Implementation Date ( i.e. Fall 2014):
Fall 2017
15 FTE in
30 FTE in
Projected Enrollment (FTE) in Year One: 2017
at Full Enrollment by Year: 2021
Funding Source:
State FTE: ☒
Self-Support: ☐
Other: ☐
Mode of Delivery
Single Campus Delivery:
Whatcom Community College, 237 West Kellogg Rd., Bellingham, WA
Off-site:
None
Distance Learning:
Classes will be offered in person initially and hybrid classes will be added
as the program grows.
Statement of Need: Please see criteria and standard sheet.
Page Limit: 20 pages
Contact Information (Academic Department Representative)
Name:
Corrinne Sande
Title:
CIS Program Coordinator
Address:
237 West Kellogg Road, Bellingham, WA 98226
Telephone:
360-383-3552
Fax:
360-383-4000
Email:
csande@whatcom.ctc.edu
December 19, 2014
Chief Academic Officer
ApprovedbySBCTCandHECBNovember2010
RevisedMarch2014
Date
Pageii
APPLIED BACHELOR DEGREE
STATEMENT OF NEED CRITERIA
WHATCOM COMMUNITY COLLEGE
Program Overview
Whatcom Community College (WCC) will build upon its current Computer Information Systems (CIS)
degree by developing and offering a Bachelors of Applied Science (BAS) degree in IT Networking,
including courses infused with security topics and required core courses in Industrial Control Systems
(SCADA) and Mobile and Cloud Technologies. This BAS degree will serve students in northwest
Washington State who have limited options to further their education in this field. As this Statement of
Need shows, place bound students need an affordable 4-year option close to home if they wish to pursue
high-wage IT jobs. Clearly, with 383 jobs in this field by 2017 (according to Economic Modeling
Specialists Intl. (EMSI) projections), 45 students per year graduating with 2-year degrees in the area, and
no related bachelor’s program available locally that meets students’ needs or employer demand, the
workforce gap is clearly evident and the proposed BAS degree in IT Networking at WCC is
warranted.
This degree will leverage WCC’s strengths in IT networking and cybersecurity, and prepare students for
networking challenges in key industry sectors that require specific focused expertise as described above.
Graduates will be prepared to enter the workforce as network administrators and related job categories,
such as computer and information systems manager or computer network architect. The program is
comprehensive in its approach to increasing an educated and skilled workforce in a field critical to the US
economy and national security. WCC is a National Center of Academic Excellence in Information
Assurance 2-Year Education (CAE2Y) and the lead institution for CyberWatch West (a National Science
Foundation regional center for cybersecurity education). WCC will utilize these unique resources and
expertise in developing the new degree.
The demand for a well-trained IT networking workforce, particularly with skills in emerging areas, is
illustrated by the tremendous growth of the field – for instance the burgeoning “internet of things” (the
expansion of internet connectivity to consumer devices). There is a lack of opportunity, however, to earn
an affordable four-year degree in this field in Washington State. Community college students currently
can complete an associate’s degree in Computer Information Systems (CIS), or IT-related topics, at many
two-year institutions, but their options for continuing their education are severely limited by a variety of
factors including cost, location, and capacity at state universities. In Washington State, the advent of BAS
degrees offers a solution, but in the northwest portion of the state where WCC resides, no IT-related BAS
options currently exist. Consequently, many two-year graduates are not able to earn a bachelor’s within
their chosen field. There is significant urgency for increasing the number of degree-seekers and
completers in this field to provide sufficient highly qualified IT networking personnel for positions in
business and government, particularly with training in growing areas of embedded systems, cloud, and
mobile technologies.
The proposed project will develop a new 4-year BAS degree in IT Networking at WCC. WCC will work
closely with area colleges, including Bellingham Technical College, Northwest Indian College, and
Skagit Valley College, to provide access to students from two-year IT programs, with efficient, seamless
transfer to the new proposed BAS degree at WCC. In fact, all students graduating from two-year IT
programs in Washington State will be eligible to pursue a BAS degree at WCC.
WCC also has a demonstrated, fruitful relationship with regional universities. Through a collaborative
NSF capacity building grant, the institutions successfully developed a new 4-year Computer and
Information Systems Security degree at Western Washington University and new cybersecurity options
within 4-year degrees in information assurance at the University of Washington’s three campuses. The
project also successfully designed a 2-year Associate of Applied Science – Transfer degree at WCC that
ApprovedbySBCTCandHECBNovember2010
RevisedMarch2014
Page1
articulates to the new WWU degree and soon to the UW programs. The development of a BAS degree in
IT Networking is complementary to these university programs and serves a specific – and growing –
population of students in NW Washington State, as this Statement of Need demonstrates.
Criteria 1: Relationship to institutional role, mission, and program priorities
Proposed Program Bolsters the Role and Mission of Whatcom Community College
WCC’s strategic plan is composed of a mission statement, vision statement, promise statement and
guiding themes and objectives.
The mission statement identifies the college’s most fundamental purposes: “Whatcom Community
College contributes to the vitality of its communities by providing quality education in academic transfer,
professional-technical and life-long learning, preparing students for active citizenship in a global society.”
Whatcom’s promise statement commits the college to transforming lives through education… including
by means of “promoting excellence” and “creating additional educational opportunities.”
Whatcom’s strategic plan goals and objectives include:

Expanding opportunities for students to achieve their potential by increasing access and support
and introducing new opportunities for student learning and engagement;

Contributing actively to the vitality of Whatcom County by increasing College stature as a
community and educational partner, leading collaborative efforts with other educational
institutions, and being an active partner in economic development; and

Strengthening the College's ability to deliver its mission by creating and managing growth
through fiscal, capital, technological, and human resource development.
In each of the last few years, multiple goals and indicators in the College’s annual work plan also have
planned for growth in STEM areas, specifically in computer information systems and cybersecurity.
Proposed Program Reflects Program Priorities
Our project, to create a new four-year BAS degree in IT Networking at WCC, will directly support the
College’s mission and guiding objectives in four important ways:
1. It will expand opportunities for various student populations—including those with limited
financial resources, preparation in math, preference for a small campus, and place bound—to earn
a baccalaureate degree at WCC.
2. It will expand opportunities for students and strengthen the College’s ability to deliver on its
mission by aligning high quality secondary academic, career and technical programs at local high
schools with professional and technical associate degree programs at WCC, providing the
foundation for students to enter and graduate from a BAS program in a 2+2+2 program model.
This alignment will build on strong existing relationships with 11 regional high schools in
Whatcom County, developed through WCC’s Cybersecurity Camps program, which enabled high
school students to learn hands-on technical skills, be paired with college mentors, participate in a
culminating competition, be exposed to industry speakers and earn college credit by means of a
grant funded by NSF. This effort that ended spring 2014 is now being sustained through a new
program under development between the Northwest Career and Technical Academy and WCC, to
hold a dual-credit program in computer support and security on WCC’s campus starting Fall
2015.
3. It will contribute actively to the vitality of Whatcom County by building on our successful
partnerships with local and regional colleges through collaborative federal and SBCTC grants
(past, current and pending), developing new high-demand programs and curriculum in health
information technology, cybersecurity, and CIS. WCC is currently collaborating with Bellevue
College, Western Washington University, the University of Washington, and Bellingham
ApprovedbySBCTCandHECBNovember2010
RevisedMarch2014
Page2
Technical College in these topical areas to develop new content, courses, certificates, pathways
and articulations. WCC’s CIS program coordinator, Corrinne Sande, is also responsible for
outreach to Washington State community and technical colleges (CTCs) to support cybersecurity
curriculum and program development as part of an NSF ATE Center project, CyberWatch West,
which encompasses outreach to a 13-state region and with 59 college, university, and high school
members.
4. It will further contribute actively to the vitality of Whatcom County by building upon our close
relationships with industry in regional economic development efforts by providing for a skilled
workforce in IT networking, a high-demand field and a cornerstone of virtually all modern
businesses that need trained employees to manage and secure their networks and digital
information.
On November 13th, 2014, the WCC Board of Trustees expressed its enthusiasm and confirmed its
confidence that the proposed BAS program aligns with the College’s goals by approving a motion to
pursue this proposal and subsequent accreditation process.
Criteria 2: Support of the statewide strategic plans
Program Supports SBCTC Mission Study Goals
In September 2008, the SBCTC commissioned a task force to undertake a Mission Study to gain a better
understanding of where Washington’s CTC system is today and where it needs to be in the future. The
overarching goal of this Mission Study was to find more and better ways to reduce barriers and expand
opportunities so more Washingtonians can reach higher levels of education and support industry needs.
The Higher Education Coordinating Board’s (now the Washington Student Achievement Council)
Strategic Master Plan for Higher Education updated in 2012, and the SBCTC’s own 2006 System
Direction report, focused on current and future needs in Washington State. Within the SBCTC’s System
Direction, an outline for creating opportunities for Washington’s future is articulated through ten year
goals including those that address the following objectives by priority areas:



Economic Demand - Strengthen state and local economies by meeting the demands for a welleducated and skilled workforce.
o Be responsive to the changing needs of the business community by offering high quality,
relevant, flexible programs.
Student Success - Achieve increased educational attainment for all residents across the state.
o Enroll more underserved populations.
o Provide smooth transitions from K12 to colleges to universities.
o Expand the pipeline to associate’s and bachelor’s degrees, particularly in math, science,
engineering and health sciences.
Innovation - Use technology, collaboration and innovation to meet the demands of the economy and
improve student success.
o Produce better education that meets the needs of local communities by taking full advantage of
cost effective partnerships and leveraging outside resources.
Program Supports WSAC Policies and Goals for Higher Education
The steps to more successful higher education outcomes in Washington State identified by the Higher
Education Coordinating Board include:
o Increase capacity of higher education to serve more students: Expand institutional enrollment
capacity in existing institutions, branches, centers, and through online options. Grow capacity in
high employer demand areas of study, recognizing they carry higher costs.
o Maintain commitment to access for low-income students: Renew commitment to and the value of
the State Need Grant program.
ApprovedbySBCTCandHECBNovember2010
RevisedMarch2014
Page3
o
o
o
Define and develop K-12 to postsecondary program pathways.
Focus on high employer demand majors and careers, including the STEM fields.
Provide incentives in STEM and other areas of critical state need.
Degree Goals: The state’s 2012 plan estimates that by 2018, the state’s higher education institutions
would need to increase the production of mid-level degrees from 26,800 to 36,200; bachelor’s degrees
from 28,600 to 39,000, and graduate, professional degrees from 11,200 to 19,800 annually.
WCC’s project addresses all of the above-mentioned goals by:

Increasing capacity to serve more students in existing institutions in a high employerdemand area of study, IT Networking. The BAS degree in IT Networking will include new
curriculum in growing local industry focus areas such as Industrial Control Systems – SCADA
(including embedded systems), Cloud Computing, and Mobile Technologies. The IT Networking
degree also provides foundational training for a number of existing and emerging IT-related
positions.

Increasing access for low-income students to earn a four-year degree in an efficient and
economical way and in a familiar location and environment. Community colleges serve the
bulk of underrepresented students entering post-secondary education. Our project promotes the
statewide goal, recently updated in 2014, of increasing the total number of baccalaureate degrees
awarded to 42,400 per year (WA SBCTC, August 2014). The supporting and targeted high
schools for this project reflect a higher number of ethnicity and or free or reduced price meals in
their student populations than other local high school populations. Approximately 15% of
Whatcom County’s population is below the poverty line and our rural designation and distance
from major metropolitan areas implies many place-bound students. Of WCC’s degree- and
certificate-seeking students, 34% are economically disadvantaged (Pell grant eligible).

Helping to define, develop and expand K-12 to postsecondary program pathways by
focusing on high employer demand majors and careers in STEM. WCC will leverage its
established strong relationships with area high schools (Tech Prep, Dual Credit, College in the
High School, NW Career & Technical Academy, Running Start, and former Cybersecurity Camp
supporters), and also middle school outreach efforts (Girls Go Tech Workshops), to develop this
STEM degree interest. Whatcom will employ state-of-the art equipment and newly remodeled
networking classrooms to teach hands on skills to students throughout the pathway. WCC will
also build off of recent training staff and faculty received through the National Institute of
Women in Trades, Technology & Science to develop strategies to recruit and retain women in the
program.
Criteria 3: Employer/community demand for graduates with baccalaureate level of education
proposed in the program.
Employer Demand Exceeds Regional Supply of IT Networking Graduates, and the Gap between Program
Graduates Versus Job Openings Locally and Regionally will Only Increase without a new BAS Degree
ESMI data from December 5, 2014 for IT-related positions in Northwest Washington State indicate there
will be 383 total positions by 2017 (ESMI data gathered by the Center of Excellence for Information and
Computing Technology in Bellevue, WA (CoE for ICT)) for the job categories shown in Table 1 on the
next page. The 2017 estimates represent a 12% projected increase since 2014. At first glance, this level of
demand may seem to keep pace with what area colleges can meet in terms of students it can graduate per
year, but not if one considers: 1) these positions may now require a bachelor’s degree, as shown by this
Statement of Need, and 2) increasing reliance on cloud and mobile technologies is changing employer
needs on an emerging basis. Hence, data – or even recommendations – may lag the dynamic, real-time
needs of employers now or in the future.
ApprovedbySBCTCandHECBNovember2010
RevisedMarch2014
Page4
Table 1. ESMI Projections for IT Networking Professionals in Northwest Washington State as of
December 5, 2014 (counties include Whatcom, Skagit, Island, San Juan, and Snohomish)
Occupation
2014 jobs
2014-2017
% change
2017 jobs
Network and Computer Systems
Administrators
156
169
8%
Computer Systems Analysts
151
172
14%
Computer Network Architects
36
42
17%
Total
343
383
12%
Source: ESMI, December 5, 2014. Data provided by the CoE for ICT
According to dice.com, estimates retrieved by the CoE for ICT, demand for IT-related jobs in the
Bellingham-metro area (75-miles radius) totals 263 positions as of December 5, 2014. Among these,
applicants are required to have the following knowledge or skills that would be gained through the
proposed BAS program: network (17%), systems administrator (12%), cloud (17%), and mobile (24%),
among others. Current projected 2-year degree graduates from local college IT programs would only be
able to satisfy some of this demand (see pages 12-13 for further detail) – and no more. Accordingly, the
argument that the proposed BAS degree is needed more than ever could not be stronger. In addition, most
of these positions require a bachelor’s degree, which no area college offers in this field.
Students who are place-bound because they are working, or for other factors, need an affordable 4-year
option close to home if they wish to pursue high-wage IT networking jobs. Hence, the proposed BAS
degree is very much needed given the workforce gap demonstrated by the facts that only 45 students
per year are graduating with 2-year degrees in the area and there will be 383 jobs in this field by 2017.
Demonstrated Labor Market Need for IT Networking Professionals
According to Washington Employment Security Department (WA ESD) occupation statistics updated
October 16th, 2014, average annual openings (for the period 2012-2022) for Network and Computer
Systems Administrators and related positions shown in Table 2 total 113 in the 5-county region of NW
Washington State (Whatcom, Skagit, Island, San Juan, and Snohomish counties), with estimated 2012
employment totaling 3,350 positions for these occupations (WA ESD, October 2014).
Table 2. Demand for IT Networking Professionals in Northwest Washington State, by County, for the
period 2012-2022. Average annual openings are shown (with estimated employment in parentheses)
Occupation
Network and Computer Systems
Administrators
Computer Systems Analysts
Computer Network Architects
Computer and Information
Systems Managers
Total
Whatcom, Skagit, Island,
and San Juan counties
10
(277)
10
(255)
1
(42)
6
(223)
27
(797)
Snohomish
County
27
(733)
31
(984)
8
(311)
20
(525)
86
(2,553)
Subtotal
37
(1,010)
41
(1,239)
9
(353)
26
(748)
113
(3,350)
Source: WA ESD, October 2014. https://fortress.wa.gov/esd/employmentdata/reports-publications/occupationalreports/occupations-in-demand;and WA ESD, December 16, 2014.
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WA ESD’s information page for each of the occupations listed in Table 2 states that, “According to the
Federal Bureau of Labor Statistics (BLS), the typical level of education that most workers need to enter
this occupation is: Bachelor's degree.” WA ESD projects both short- and long-term growth employment
trends in these fields for all of NW Washington State. The average annual wage is estimated at
approximately $68,000-$108,000 in Whatcom County alone for these occupations (WA ESD, October
2014).
WA ESD has provided additional labor market data and estimates for specific regional employer demand
(WA ESD, December 16, 2014). As of March 2014, ESD estimates that Whatcom County employs
approximately 120 Computer and Information Systems Managers, 140 Computer Systems Analysts, and
150 Network and Computer Systems Administrators, for a total of 410 positions in Whatcom County
for these specific occupations alone. These employees earn on average of $31-53/hour.
WCC would draw 2-year IT graduates from Skagit Valley College to its BAS program to help fill the
demand for the estimated 140 Skagit County job openings for these occupations. According to ESD’s
data, industries represented by these occupations in Northwest Washington State include local
government, education, wireless telecommunications carriers, computer systems design, insurance
carriers, hospitals, office administration, data processing, religious organizations, and company
management, among others (WA ESD, December 16, 2014).
The U.S. Bureau of Labor Statistic’s Occupation Outlook Handbook, 2014-15 Edition also predicts
growth nationally for these occupations, as shown in Table 3, meaning BAS program graduates will not
only be set up for success locally and throughout Washington State, but across the nation as well (Bureau
of Labor Statistics, 2014). These projections, for the period 2012-2022, represent the most current
available. Across these job categories, demand is expected to increase given expanded use of cloud
and mobile technologies, which WCC’s degree proposal clearly addresses.
Occupation
Table 3. Occupation Outlook for IT Networking Professionals Nationally, for the period 2012-2022
Projected
growth relative
to all
occupations
Entry-level
education
Work
experience
in a related
occupation
Network and Computer 12% (as fast as
Systems Administrators average)
Bachelor’s
degree
None
Computer Systems
Analysts
25% (much
faster than
average)
Bachelor’s
degree
None
Computer Network 15% (faster
Architects than average)
Bachelor’s
degree
5 years or
more
Computer and Information 15% (faster
Systems Managers than average)
Bachelor’s
degree
(perhaps
masters)
5 years of
more
Job outlook
Growth will be highest at
firms that provide cloud
computing technology.
Growth in cloud
computing, cybersecurity,
and mobile networks will
increase demand for these
workers.
Demand will increase as
firms continue to expand
their use of wireless and
mobile networks.
Demand will increase as
firms continue to expand
their use of wireless and
mobile networks.
Source: Bureau of Labor Statistics, 2014. http://www.bls.gov/ooh/
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For instance, for the Network and Computer Systems Administrators occupation, the Occupation Outlook
Handbook states that “Demand for information technology workers is high and should continue to grow
as firms invest in newer, faster technology and mobile networks…. Employment of network
administrators in the computer systems design and related services industry is projected to grow 35
percent from 2012 to 2022. Growth is also expected in healthcare industries as their use of information
technology increases.” Job prospects are expected to be highest for those with bachelor’s degrees and
those “who are up to date on the latest technology, especially cloud computing” (Bureau of Labor
Statistics, 2014). BAS program graduates will possess skills and experience that makes them desirable
across multiple industries.
As other sources also indicate (e.g. dice.com), employers may prefer 5 or more years of experience for
some of these occupations. Some employers may also prefer masters degrees or advertise job openings as
senior level positions. However, in WCC’s experience locally and based on CIS Advisory Committee
feedback, employers are hiring 2- and 4-year graduates with no work experience – or even hiring students
before they graduate – due to a shortage of qualified workers with relevant work experience or advanced
degrees. And, feedback indicates that, “senior-level positions generally prefer rather than require a fouryear degree” (IT Services Director, City of Bellingham, and echoed by Talent Maven at Faithlife).
Because the proposed BAS degree will align to masters degrees, WCC will be training for all levels,
including students pursuing a masters degree.
Also statewide, the Washington Research Council reports that technology-related employment increased
119% over the past two decades, while the underlying state economy grew only 14%. The IT sector
created two-thirds of Washington’s job growth and more than half of employee-compensation growth
over that time, now representing 27% of all jobs in the state (The Seattle Times, February 28, 2013).
Seattle (just 80 miles south of Whatcom County) was named as one of 10 metropolitan areas expected to
increase IT employment by more than 8% in the next five years by Careerbuilder.com. While WCC is
intending to create the IT Networking degree to feed employment in the local region it serves, it also
recognizes that IT-related jobs throughout the state, and in particular in the Seattle-Metro area, are
numerous. WCC’s BAS graduates may initially seek employment in Whatcom and surrounding counties,
but will be able to attain employment in the field throughout the state along the course of their careers,
meeting a primary aim of the SBCTC, to strengthening state and local economies by meeting state
demands for a well-educated and skilled workforce.
The western United States is home to major innovative technology-based companies in defense,
aerospace, and advanced manufacturing, including significant intellectual property-concerned companies
from Boeing to Hewlett-Packard. The West is also home to the majority of the nation’s leading ITproducing and IT-enabled companies, such as Amazon, Apple, CISCO Systems, Facebook, and
Microsoft. Secure IT networks are essential to these companies, as well as to the multitude of educational
entities, government agencies, and nonprofit organizations that support the nation’s infrastructure,
research, innovation, and commerce. WCC will graduate students needed to support these businesses and
agencies (virtually all organizations need IT network administrators) to manage and secure their networks
and digital information.
Worldwide, growing businesses, growing use of mobile devices, and recent attacks on government and
corporate websites have highlighted the need for rapidly expanding the trained workforce and related skill
set in computer information systems, computer networking and information security. Internationally, a
2013 Global Information Security Workforce Study supported by the non-profit International Information
Systems Security Certification Consortium (ISC)2 found the demand for information security
professionals is expected to increase to nearly 4.9 million by 2017 with a projected growth rate of 11%
annually over the next five years (Frost & Sullivan, 2013).
This increased demand is due in part to new security threats stemming from mobile devices, the cloud,
social networking and insecure applications (Frost & Sullivan, 2013). According to national statistics
cited in a 2014 Horizon Report prepared by the New Media Consortium, “adults reported that 42% own
tablet computers, 55% own a smartphone, and 50% have a handheld device dedicated to e-reading,” with
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the percentage of people accessing the internet from mobile devices only expected to soar further in the
near future (New Media Consortium, 2014).
With job openings for qualified IT networking professionals at an all-time high, there is clearly a need to
help prepare and expand this workforce – locally, regionally, and nationally. For the foreseeable future,
industries, employers, and companies of all sizes and kinds will continue to need well-trained IT
networking professionals and benefit further from those with enhanced cybersecurity skills.
In Washington State, the success of new BAS programs since 2007 has demonstrated the important role
they now play in meeting workforce needs. A study by SBCTC found that “employment and earnings for
first graduates [of the state’s new BAS programs] demonstrate strong gains made even more significant
by occurring in the midst of the recession” (WA SBCTC, August 2013).
The CoE for ICT recommends CTCs offer 4-year degrees, stating that the state’s CTC system has
established itself as a swift and nimble agent of change when economic forces require rapid adjustments.
“The CTC system has been consistently asked to play the middle game, when realistically, it should now
be in a position to play the end game…. The CTC system has the bandwidth, the intellectual property, the
infrastructure, and the passion to ensure our students graduate by either securing employment or earning
their four-year degree at their local community or technical college” (CoE for ICT, 2011).
Local Industry and Employer Demand and Support
The local technology industry in Whatcom and surrounding counties is expanding rapidly, creating
increased job opportunities for CIS/IT graduates. Bellingham was also ranked as the highest performing
small city in Washington on the Milken Institute's 2012 best-performing cities index; climbing 69 places
in 2012, and receiving special citation for its thriving high-tech industries (Milken Institute, 2012). WCC
is located 80 miles north of the metropolitan Seattle area, home to major STEM-based employers such as
Boeing, Microsoft, Google, Amazon, major banks and other industries requiring secure computer network
services. Additional significant regional employers include Puget Sound Energy, local refineries,
numerous educational institutions, major hospitals, the supply chain industry, software developers and a
growing manufacturing sector.
Employer demand for WCC graduates is demonstrated by a number of sources, including consistent
feedback from WCC’s CIS Advisory Committee members and the fact that area employers hire WCC
CIS graduates already and that employers show keen interest and intent to hire additional WCC graduates,
especially those who would graduate from the proposed BAS program with 4-year degrees.
For example, the City of Bellingham’s IT Services Director indicated that the City would employ 1-2
such positions per year, and that “candidates with a four-year degree tend to demonstrate improved
communication and analysis skills.” Job candidates are evaluated on such skills, typically cultivated in
bachelors-level programs, which will be gained by graduates of WCC’s proposed program. The City’s IT
Services Director went on to confirm that “experience provisioning and administering cloud-based
resources would be a plus. Mobile device management tools use would be a plus,” thus confirming
WCC’s focus on providing students with hands-on cloud and mobile technology education.
The Manager of Sustainment Services for Vitech Business Group, Inc. (a leading supply chain solutions
company headquartered in Bellingham) confirmed that “Yes we do prefer to hire someone with a fouryear degree. A four-year degree demonstrates a certain level of commitment and adds to a candidate's
overall skill set. We don't necessarily require four-year degrees for job candidates, but it certainly helps.
We currently have 3 WCC graduates working for us.” He went on to say that expertise in cloud
networking, mobile networking and embedded systems would certainly be a plus for applicants. The
company is looking to hire at least 2 sustainment analysts in the next year.
The Talent Maven for Bellingham-based Faithlife responded that “We will be looking to grow our
Operations Team with System Admins, Network Engineers, DevOps Engineers, and Help Desk
Technicians. Likely a few (or more) of each.” She went on to say that the company (known as “the
worldwide leader in electronic tools and resources for Bible study”) is most interested in real-world
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experience (supported by WCC’s CIS degree-required internship course(s) and elective special projects),
and that cloud and mobile technology expertise would be beneficial.
Hence, the proposed BAS program would help meet local employers’ need for quality, committed
applicants with hands-on knowledge and skills gained in key areas with an applied focus. Based on
alumni surveys since 2012 of recent WCC CIS 2-year degree graduates, the majority of respondents
indicated they were employed as Network Administrators or equivalent positions (Network
Administrator, Network Security Administrator, IT Consultant, Systems Administrator, Technical
Support Engineer), earning in the range of $17-20/hour, all in Whatcom County. This shows that even
among WCC’s 2-year graduates, there is demand, and we expect, based on feedback from WCC’s CIS
Advisory Committee members, that these graduates would be even more desirable if they had 4-year
degrees. As stated, these graduates may also go on to work elsewhere in the state, or beyond, eventually
and their employment options are numerous.
Over the past several years, many local companies have written letters in support of WCC’s CIS
programs; for example, Ovation Technical Services, a local company strongly committed to increasing
the workforce in the field of information technology and information security. The president of the
company, Mark Knittel, who is also the chair of WCC’s CIS Program Advisory Committee and chairs the
board of the Technology Alliance Group for Northwest Washington (TAG), wrote a letter supporting this
Statement of Need (see attached). In it he notes that, “Our company has an ongoing need for qualified
professionals and we regularly hire students who graduate from WCC’s two-year degree
CIS/Cybersecurity programs. However, we would highly value the additional training and education
students would receive in completing a bachelor’s degree in this field, as has been expressed by
employers across the state. Increasingly, employers need and expect IT professionals with bachelor’s
level training.”
In a letter of support dated September 2014, Lynn Murphy, PSE’s community services manager for
Whatcom County noted, “Puget Sound Energy is strongly committed to increasing the workforce in the
field of information technology and information security. We are excited by the opportunity to expand
options for the regional workforce through our participation. Puget Sound Energy employs 2,800
personnel in the focus on safe, reliable and affordable energy service to 11 counties in the Pacific
Northwest. PSE’s service area is home to several refineries and to some of America’s most recognized
and respected businesses, including the Boeing Commercial Airplane Group, Microsoft, Amazon.com,
Weyerhaeuser, Starbucks, Costco and Nordstrom. The reliability of our service to these organizations and
to our 4 million customers is critical. As a result, we are intently keen on employing highly skilled
personnel to protect the energy grid and our service’s IT infrastructure.”
Local employers are highly supportive of WCC CIS students. In the past five years alone, 133 CIS
students have completed internships at regional organizations. Examples from the most recent 2 quarters
include: Timken Company, Anvil Corporation’s IT department, Space Goat Productions (an on-line
comic publishing company), SPIE (the international society for optics and photonics), WCC, TAG,
Whatcom Transit Authority, the City of Bellingham, and PogoZone Internet Solutions. Investing in
collaborative programs such as these that expose, excite, and support students early on along the pathway
to pursuing degrees in IT networking is a pivotal component in overcoming this labor shortage and to
ensuring the continued long term success of local, state, and national technology industries. In addition,
recent local industry requests to hire or have access to WCC’s CIS students have increased. Currently, a
local software developer has proposed working with the CIS students on a cloud networking project in
order to observe and consider potential future networking employees, noting they expect to hire 6-8
additional IT employees in 2015.
The need for a well-trained and educated IT networking workforce is well documented, and the need for
graduates with demonstrated hands-on, applied skills is greater than ever. A 4-year BAS degree offered
through WCC will be an effective, economical means to develop just such a workforce to serve the
northwest region of Washington.
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Criteria 4: Applied baccalaureate program builds from existing professional and technical degree
program offered by the institution
A BAS Degree in IT Networking at WCC Would be Unique and Build from Existing Successful Programs
WCC’s current CIS program provides a strong academic and technical curricular foundation in network
administration and cybersecurity, including courses in computer and open source operating systems,
CISCO networking, virtualization, network security, industrial control systems security, and computer
forensics. Whatcom offers stackable certificates in Technical Support (46-48 credits), Network
Administration (61-68 credits) and Information Security (25 credits). The CIS Associate in Science
degree of 90 credits includes 13-15 credits of general education requirements in communications,
computation, and human relations, plus 9-11 credits in cooperative education/internship and general
electives. In 2013, the program added a new Associate in Applied Science – Transfer degree in
Cybersecurity aligned with Western Washington University’s new Computer and Information Systems
Security (CISS) bachelor’s degree in a 2+2 model. The proposed new BAS degree program at WCC will
admit students with IT-related 2-year degrees from other Washington State community colleges as well.
The Long-Standing CIS Program at WCC is Primed for Expansion
The CIS program began in the 1990s as the Computer Support Specialist program. In 1999 the current
CIS Program Coordinator, Corrinne Sande, was hired and the program’s name was changed to the current
Computer Information Systems. Ms. Sande took the necessary steps to develop the program into a CISCO
Networking local academy and to align the existing courses with the A+ certification. In addition, she
developed the program to meet required standards and criteria, and it is now one of only four colleges in
Washington to earn the endorsement of the Committee on National Security Systems for 4011 INFOSEC
certification. The Committee also recognized WCC as meeting the national training standard for System
Administrators, CNSSSI No. 4013 Entry Level.
A WCC student club, the IT Professionals, started in 2005, participates on an IT help desk for faculty,
staff, and students to assist with personal computer issues and provides an excellent opportunity for
students to practice real-world job and customer service skills. CIS students started attending the first
Pacific Rim Collegiate Cyberdefense Competition in 2007 and have been participating ever since,
competing successfully against other community college and university students. Regional employers
regularly support and attend the competition to observe students in action, and WCC students have been
hired by these observers as a direct result.
WCC is a Center of Academic Excellence in Information Assurance Education (CAE2Y), one of only 32
community colleges nationwide and only two in Washington State. This designation recognizes the
caliber of the CIS curriculum, faculty credentials and nationally recognized program certifications.
Program Coordinator Corrinne Sande is the Principal Investigator (PI) of two significant NSF grants and
has received numerous local awards and statewide and national recognition for excellence. Sande and her
faculty have made additional changes over the years to incorporate cutting-edge content, and added the
AAS-T degree in Cybersecurity. As of fall 2014, WCC is one of three colleges in the nation to receive
the new CAE2Y designation in information assurance/cyber defense.
At WCC, students can earn certificates for entry-level positions (e.g. computer network support specialist
or technical support). These certificates can be earned (and qualify students for employment in specific
jobs) along the way to subsequent degrees, including 2-year degree options that prepare graduates for
mid-level positions that don’t require a bachelor’s degree (e.g. computer network support specialist).
However, for the high-demand, higher-wage positions – such as director of network and computer
systems, computer network architect, director of computer and information systems, IT department
director, or cloud administrator – a 4-year degree is required. In addition to serving local students, the
new degree will be developed so that any student graduating from a Washington State community or
technical college with a two-year IT-related degree will be eligible to transfer into WCC’s BAS program,
pending satisfying specific acceptance criteria. Our project aims to create a new, unique four-year BAS
degree in IT Networking enhanced with cybersecurity content, attractive to locally place-bound students,
but also to students statewide interested in transferring to WCC’s renowned program. According to a
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report by the CoE for ICT, 28 Washington State CTCs offer 2-year IT networking-related degrees or
certificates, supporting that the pool of likely eligible students for WCC’s proposed BAS program is
significant (CoE for ICT, 2012).
The pathway, shown in Figure 1 below, identifies outreach populations and opportunities for WCC
students to earn stackable certificates along the way to the new BAS, which will build off WCC’s current
2-year CIS degree (described at: http://www.whatcom.ctc.edu/files/3614/0535/5642/CIS_AS1416Catalog.pdf). It also shows how qualifying graduates from any IT-related 2-year degree program in
Washington State can pursue a BAS degree at WCC. While particular emphasis will be placed on
reaching out to graduates at area colleges including Bellingham Technical College, Northwest Indian
College, and Skagit Valley College, WCC will also work to develop articulation agreements with colleges
statewide.
Figure 1: Education Pathways in IT Networking WCC Recruitment, Assessment, Advising, Enrollment & Alignment:  Alignment with High Schools/Dual Credit Programs: Tech Prep; NW Career & Technical Academy; College in the HS; Running Start; and Cybersecurity Camp graduates  Veteran Recruitment Certificates at WCC (optional to earn along pathway)—similar certificates available at many statewide colleges:  Technical Support  Network Administration  Information Security Professional Degrees at Community & Technical Colleges Statewide:  WCC Associate in Science Degree: Computer Information Systems  IT‐related Associates Degrees from any other WA State Community College Baccalaureate Degree at WCC: Bachelor of Applied Science (BAS) Degree in IT Networking The proposed BAS degree program would additionally appeal to veterans, a core group in WCC’s CIS
program who currently comprise one-quarter of program enrollment. WCC will work to recruit veterans,
for whom a proven supportive structure is already in place at the college. WCC’s veterans services office
receives many expressions of interest in the CIS program from veterans, a number even relocating to
Bellingham from other parts of the state to enroll in WCC’s program. WCC is also working with other
Washington State community college efforts on establishing clear means for veterans to be awarded credit
for prior learning in this discipline. Numerous reports have identified that community colleges are
excellent options for veterans to continue their education, based on a variety of factors including specific
veterans support services (for example: WA SBCTC, May 2014).
As part of the degree development, WCC’s student services and advising departments will be engaged to
identify new administrative processes and student support requirements to help ensure student success as
they enroll, transfer into, and complete the new BAS program. They will also work with Whatcom’s
transfer advisor and partner colleges to support students transferring to WCC’s new BAS program,
including those from colleges across the state.
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WCC’s current 2-year CIS degree and CAE2Y designation will serve as the basis for constructing the IT
Networking BAS degree. WCC will specifically target and incorporate key cybersecurity content by
mapping the new IT networking curriculum to specific focus areas defined by the NSA/DHS as part of
their CAE program. Curriculum will further build off the National Initiative for Cybersecurity
Education’s (NICE) Cybersecurity Workforce Framework, available through the National Initiative for
Cybersecurity Careers and Studies (NICCS). In developing the curriculum, faculty will consult the
Department of Labor’s (DOL) Cybersecurity Competency Model, which, by design, includes
competencies identified in the NICE/NICCS Cybersecurity Workforce Framework and “defines the latest
skill and knowledge requirements needed by individuals whose activities impact the security of their
organization's cyberspace” (CareerOneStop, 2014).
Adding specialty focus areas will bolster and distinguish WCC’s CIS program. WCC will add the
following focus areas: Industrial Control Systems – SCADA Security (including embedded systems),
Secure Cloud Computing, and Secure Mobile Technology (NSA, 2014; CWW 2014). New curriculum
will be designed around the following topics: Planning and Management; Embedded Systems;
Hardware/Firmware; Cloud Computing; Mobile Technologies; RF Principles; and Supply Chain Security.
Two specialty areas will be available for students to pursue as part of the new BAS degree: 1) the
Industrial Control specialty area, and 2) the Cloud and Mobile specialty area. To meet requirements for
a baccalaureate degree, additional courses and electives will be added. The degree will total 180 credits,
including a total of approximately 60 general education credits.
Five-Year Enrollment History Shows an Average 20% Growth per Year
The CIS program is ready for expansion to the next level. As shown in Table 4, enrollment has increased
consistently over the last 5 years, with an average 20% growth per year. Last year alone, the program
grew by one-third.
Table 4. WCC CIS Program FTE and Headcount
2009-10
FTEs
Head
count
FTEs (full-time equivalent
students)
% change in FTEs from previous
year
Unduplicated headcount (number
of students enrolled in at least one
discipline course in that year)
Duplicated headcount (number of
enrollments)
2010-11
2011-12
2012-13
2013-14
26
38
44
47
63
+1%
+45%
+17%
+7%
+34%
127
135
154
161
194
269
381
445
490
646
Criteria 5: Student demand for program within the region
Students Graduate with Relevant 2-Year Degrees in the Region
The number of Whatcom County students following a CIS path is growing by leaps and bounds. As noted
in the above table shown under Criteria 4, WCC’s CIS program has realized an average 20% gain in
student enrollments each year over the past 5 years. But without adding additional four-year degree
capacity, local educational institutions will not be able to fill the need of two-year graduates who want an
affordable, hands-on, local baccalaureate option. Each year, WCC graduates 15-20 students with a twoyear AS degree in CIS. Bellingham Technical College, located in the same city as WCC, offers a twoyear Associate of Applied Science –degree in Computer Network Technology with similar graduation
rates to WCC’s. Skagit Valley College, located in the county south of Whatcom, offers an all online twoApprovedbySBCTCandHECBNovember2010
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year Associate of Technical Arts degree in CIS as well, graduating approximately 14 students per year.
Northwest Indian College (NWIC) offers a two-year ATA degree in IT. With these combined
institutions graduating approximately 45 students per year from CIS-related two-year degree
programs only, the workforce gap is clearly evident, even with graduation figures expected to
increase over time.
There are no four-year university or community college degree programs in CIS/IT Networking north of
the Seattle metropolitan area. Western Washington University, just 10 miles south of WCC, currently
offers a four-year degree in Computer Science which is programming oriented. While this program is
crucial to graduating students needed for Washington’s vital software industry, it does not specifically
educate students for network administration positions. WWU’s new CISS four-year degree (developed as
the result of an NSF capacity building grant to WCC, WWU, and UW) provides added capacity, but
requires a higher level of math (calculus II, physics with calculus) and is focused on cybersecurity. The
combined math requirements and higher cost of attending a university can be a significant barrier to
students continuing their education. Further, WWU’s 4-year CISS is aimed at individuals planning on
going into a specialized area of computing – security. Graduates from the BAS degree at WCC will be
prepared to work with specific networking technologies – cloud, mobile, and industrial control system
networks, along with a solid foundation in networking and system administration. The BAS incorporates
topics from the Department of Labor’s competency model for IT and includes additional topics that have
been requested by employers, including SQL and supply chain technologies. These topics are not covered
in WWU’s degree, and the BAS degree is aimed at a completely different population of students. The
current demand for 4-year graduates with Network Administration and similar capabilities will not be met
without the addition of the BAS degree at WCC.
Student Surveys Demonstrate Demand, which Exceeds Opportunity to Enroll in Related Traditional
Bachelor’s Programs
A survey of recent CIS students launched in November 2014 demonstrates very strong local student
support for a BAS in IT Networking program at WCC. Ninety-four students have responded to the survey
so far overall, which is ongoing, with results showing that a significant number of students 1) want to
pursue a bachelor’s program in the field; 2) believe that affordability, career advancement, and focus of
courses offered are highly important factors in the decision to attend such a program; 3) are mostly
working adults; and 4) would only be willing to attend such a BAS program within 30 miles of their
home. Specific results are described in detail on the next page in Table 5.
Quotes from student survey respondents were enthusiastic and included the following:
“This would be a wonderful chance to create opportunities to reduce the skills gap in this
country. I am very excited for the future of Whatcom Community College. I already know
that many people, myself included, will not hesitate to be a part of this program to gain skills
that will make us more competitive in today's economy.”
“Please offer this degree!”
“Make it Happen.”
“Classmates and I were talking about this before class today, and we all agreed that this
would be a wonderful option and that we would take this on given that it was available to us.”
“I would love for a 4 year degree to develop so i can further my education without
transferring up to a university.”
Surveys of CIS degree graduates conducted by WCC in 2010 and 2013 came to a similar finding: the
majority of respondents confirmed their interest in continuing their education beyond a 2-year degree;
however if they wish to continue studying CIS content and remain in northwest Washington, their options
are/were severely limited to online offerings only.
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Table 5. WCC CIS Student Survey Results, Nov.-Dec. 2014
Survey question
If WCC offered a BAS in IT
Networking, would you enroll?
What is the highest level of
education you seek to attain in
this field?
What would your preference be
in attending?
Response in support of BAS
% who responded
as indicated
Yes
45% (42 of 94)
Bachelor’s degree
69% (57 of 83)
Full time (two or more courses per quarter)
Part-time or the option to attend part-time or
full-time, depending on their personal
schedule
47% (39 of 83)
53% (44 of 83)
On-campus day-time courses
77% (64 of 83)
Hybrid course offerings, with a combination
of online course work with face-to-face
class meetings for labs and some instruction
54% (45 of 83)
Affordability/Cost
63% (52 of 83)
Career Advancement
81% (67 of 83)
Focus of curriculum/courses offered
63% (52 of 83)
How far would you be willing to
travel to attend the BAS in IT
Networking program?
0-30 miles
71% (59 of 83)
Employment status
Currently employed
59% (49 of 83)
Age
Over 30
46% (38 of 83)
What is the preferred method
and timing of attendance? (check
all that apply)
Factors ranked ‘highly
important’ by students
Students who are place-bound because they are working, or for other factors, need an affordable 4-year
option close to home if they wish to pursue high-wage IT jobs. Clearly, with 383 jobs in this field by
2017, approximately 45 students per year graduating with only 2-year degrees in the area, and no related
bachelor’s program available locally that meets students’ needs or employer demand, the proposed BAS
degree at WCC is needed.
Change in Industry Standards
Increasingly, industry requires IT networking professionals with bachelor’s degrees. According to a
recent CoE for ICT report, the areas of cloud services, mobile technologies and platforms, and the
expansion of IT to physical items (“The internet of things”) such as consumer devices, will all have
tremendous implications for these professional positions (CoE for ICT, 2011).
According to the most recent figures provided by O*Net, job openings in the Network and Computer
Systems Administrator occupation are expected to increase 21% over the period 2012-2022 in
Washington State, compared to just 12% nationally over the same time period. Like similar IT-related
positions, employees in this occupation are now expected to hold a bachelor’s degree, which represents a
change in industry standards. In fact, a recent Burning Glass report on how the demand for a bachelor’s
degree is reshaping the workforce found that, within the computer network occupation family, a 21%
credentials gap exists between the percentage of job holders with a bachelor’s degree and the percentage
of job postings requiring a bachelor’s degree (Burning Glass, 2014).
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Enrollment Projections for the Next Five Years
Based on these efforts, recent trends in enrollment growth, outreach efforts to K-12, and the growing
national reputation of WCC’s CIS program, the following enrollments in Table 6 are projected for WCC’s
new IT Networking BAS degree program. These projections are based on the 20% average annual
enrollment growth seen in the last 5 years in WCC’s CIS program and based on student enthusiasm for
the proposed BAS program as demonstrated by our recent student survey. WCC expects that within 1 to 2
years of launching the program, students who enter the program will spread word of its rigor, nationallyrecognized standards, and value to the extent that enrollment will increase approximately 15 students per
year. While we will put forth a strong marketing plan for the proposed BAS program, we know by
experience that word of mouth is often the best approach to advertising a high caliber program.
Table 6. Projected Enrollments for WCC’s new IT Networking BAS degree by project year
Project Year
2017
2018
2019
2020
2021
Projected Enrollment (individual students)
24 (students can begin working on GURs and CIS core
program; new courses for BAS under development
30
45
60
75
Criteria 6: Efforts to maximize state resources to serve place-bound students
The Program Will Serve Place-Bound Students Including Working Adults
WCC is located in Bellingham, Whatcom County, in the northwest corner of Washington State. With a
mean of 95 people per square mile, Whatcom County is primarily rural with 15.5% of the county
population below the official poverty line, according to U.S. census data.
Statistics support the place-bound demographics of WCC students. In 2013-14, WCC served 4,126 FTE
(full-time equivalent) students. As noted in Table 7 below, the majority of students 20 years of age and
under who attend WCC come from Whatcom County high schools. Within the CIS program, nearly half
of students are Whatcom County residents.
Table 7. High school attendance of degree and certificate seeking students 20 years of age and under High school area Academic Year 2012-13 2011-12 2010-11 2009-10 2008-09 2007-08 Out-of-State
3%
2%
3%
5%
4%
4%
Washington State
20%
22%
22%
24%
24%
26%
Whatcom County
77%
75%
75%
72%
72%
70%
Notably, 57% of WCC’s students are ages 20-29 and 35% are over the age of 30. The vast majority (81%)
of WCC’s degree-seeking students are transfer students, with half attending full time. Nearly one-quarter
of students take advantage of WCC’s hybrid learning options, and one-third of students are economically
disadvantaged (Source: WCC Office of Assessment and Institutional Research).
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Therefore, it is no surprise that many of WCC’s students are working adults. While classes will be offered
in person initially in the new BAS degree program, new hybrid classes will be added as the program
grows. Currently the CIS program serves many working adults, and one-quarter of enrollees take
advantage of hybrid options offered as part of the program. Student survey results demonstrate need for a
hands-on BAS degree at WCC with a hybrid component that serves the needs of working adults.
This proposed BAS degree program has the potential to transform the lives of place-bound students –
working adults or otherwise. CTCs are recognized for providing education to student populations that are
more likely to include women, veterans, people of color, lower-income, first generation, part-time parents
with dependent children, and returning adult students. The open door policy provides access to all
students thus increasing diversity in a college setting. Providing a seamless pathway to a four-year degree
at a community college increases affordable access for underserved student populations. Specifically, the
pathway includes students entering or transferring to WCC from local and statewide colleges, thus
providing a four-year pathway previously non-existent.
Similar Programs in the Region do not Meet Place-Bound Student Needs
While other related IT BAS degrees are now available in the state (there are two), the nearest with a
similar focus is 95 miles away at Bellevue College, which is located in a significantly more expensive
region of the state (see Figure 2). Twenty-five miles to the south of Bellevue, Green River Community
College also offers an IT-related BAS program.
With a new 4-year degree option in place at
WCC, options for graduates (estimated at
approximately 45 in 2013) from combined
WCC, Bellingham Technical College, Skagit
Valley College, and Northwest Indian College
CIS/Networking-related programs who wish
to remain in the northwest Washington State
region to earn a four-year degree related to
CIS will include:



WCC’s new IT Networking BAS
program (new);
Western Governor’s University
(online) or other online options; and
WWU’s Computer and Information
Systems Security program*.
*Direct transfer of applied credits only available to
WCC AAS-T Cybersecurity graduates.
BTC Whatcom Community College NWIC SVC Nearest IT BAS program at Bellevue College is 95 miles from Bellingham Figure 2. Map of northwest Washington State, showing
location of Whatcom Community College (WCC); partner
colleges (Bellingham Technical College (BTC), Northwest
Indian College (NWIC), and Skagit Valley College (SVC));
and nearest physical IT BAS degree option (Bellevue College).
While some students who graduate from WCC’s CIS program are completing four-year degrees at
Western Governors University, this solution is highly problematic for students who would like or need inperson instruction, and the nature of online college programs presents challenges for teaching the handson skills required for IT professionals. WCC’s recent collaboration with WWU to offer a four-year
degree in CISS will help fill the gap of trained information security professionals in part; however this
pathway will exclude students who do not meet high math requirements and it does not specifically serve
some IT network administrative positions given the programming focus of the curriculum.
Affordability is another important consideration for regional students. According to Steele and Baum’s
2009 College Board policy brief, the median loan debt of borrowers attending a public four-year
institution was $17,700. Currently, WCC’s CIS graduates wishing to continue their education at public
universities, such as the University of Washington, must take almost another year of courses to transfer,
compounding loan debt of borrowing students. According to Steele and Baum, the median loan debt for a
four-year degree at a for-profit college was $32,653, and attending a university away from Bellingham
would also add the cost of student housing. Still, graduating with a bachelor’s degree from Western
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Washington University would cost approximately $26,673 to $35,488 (in tuition and fees only, depending
on whether a student transfers in or not), up to one-third more than the cost of 4 years earning a
bachelor’s degree at WCC (estimated at approximately $23,536 in tuition and fees only). The lack of local
private four-year schools and limited public school options, combined with the high expense of the
degrees and debt limits, severely limits the number of students who can afford to attend either option and
underscores the need for local efficient educational pathways, especially since, as already mentioned,
34% of WCC students are economically disadvantaged.
Potential Collaborations Explored in Development of the Proposal
As noted, WCC, Bellingham Technical College, Skagit Valley College, and Northwest College all offer
2-year CIS programs. WCC is already is discussions with Skagit Valley College, which offers an onlineonly program, to work together to prepare its graduates for WCC’s proposed BAS program. WCC has
already worked with Bellingham Technical College to develop course equivalency agreements and related
advising materials so that students from that institution may pursue WCC’s CIS/cybersecurity degree
pathways in a seamless manner.
WCC’s recent collaboration with WWU to offer a new four year 2+2 degree pathway in CISS will
provide an additional local option for baccalaureate degree-seeking students. But while the program is
security focused, it does not address emerging areas including embedded systems, cloud, and mobile
technologies. Further, WWU’s CISS degree program is housed in the institution’s Computer Science
department, which is heavily programming oriented and does not specifically train students for much
needed professions in network administration. WCC’s CIS program is not a Computer Science oriented
program; rather it builds off of its strong CIS/cybersecurity and CISCO networking foundation and
CAE2Y credentials. Students who pursue WCC’s program choose to do IT, not programming. Hence,
WCC’s proposed BAS program and WWU’s current baccalaureate options are serving different student
needs and career aspirations. The baccalaureate degree programs would be complementary.
WWU’s Computer Science Department Chair, Associate Dean, and Dean for Science & Technology
have acknowledged the benefit of this type of degree for a segment of the place-bound and other
segments of the regional student population. Further, on December 3, 2014, WCC staff met with David
Bover, Associate Dean, and Catherine Clark, Dean, of WWU’s College of Science and Engineering to
discuss the BAS proposal and confirm their support, which was expressed. Previously, in e-mail
correspondence, WWU’s Computer Science Department Chair, Dr. Perry Fizzano stated that, “In spirit I
think this is a great idea” and went on to caution (and WCC fully agrees) that careful and coordinated
student advising would be necessary to ensure that students are guided appropriately given their interests,
educational goals, and career objectives. Given our already close collaboration to launch the 2+2 model
for the CISS baccalaureate, we are confident that advising collaboration between WCC and WWU will be
strong and highly oriented to individual student needs.
WCC is also already in discussions with UW and CWU about master’s program options for students
graduating from WCC’s proposed BAS degree in IT Networking. Thoughtful consideration of BAS
program graduates’ next educational steps already informs degree planning, including curriculum,
opportunities for research, and capstone or internship experiences, etc.
WCC is already well connected to local industry through a variety of grants and projects, and increasingly
to statewide industry, including larger companies such as Boeing, through program internships,
cyberdefense competitions, employed graduates and other connections as WCC’s reputation in this field
has increased. At the core, WCC will continue to rely on its active CIS Program Advisory Committee
that includes members from the local high-tech industry: Ovation Technical Services, 3D Corporation,
Vitech Business Group, SPIE, and Pemberton Consulting, LLC. Committee members and other industry
connections will be tapped for input to the upper division level course curriculum of WCC’s new BAS
degree in IT Networking, including course and program outcomes.
The Technology Alliance Group for Northwest Washington (TAG), a 600-member industry association
based in Bellingham, WA, will also continue as an invaluable resource for subject matter expertise,
scholarships, identifying internship placement opportunities, supporting industry surveys to inform
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curriculum, and providing input on local economic factors that might impact the program’s development
and future direction. CIS advisory committee members are all also members of TAG, and WCC regularly
coordinates with TAG on industry events such as the recent Cyber Risk Summit held October 2014 in
Bellingham. This event drew 160 participants and included a WCC student panel. See TAG’s letter of
support.
Finally, the CoE for ICT (at Bellevue College), the CoE for HSEM (at Pierce College) and the Northwest
Workforce Council will be tapped to provide valuable industry forums for local and statewide
networking, input on needed program adjustments and curriculum, subject matter experts and committee
members, as well as conducting surveys, focus groups and providing economic data and intelligence. By
engaging industry, WCC will ensure that graduates have the necessary information and skills needed for
“real world” employment, faculty have consistent exposure to industry needs and direction, and that
curriculum is constantly updated to meet changing skills requirements.
Collaborations with Similar CTC BAS Programs and Related CTC Centers of Excellence
Given its active and vibrant CIS program and related NSF grant activities (CyberWatch West, capacity
building efforts, etc.), WCC has the advantage of already working closely with relevant programs,
including the CoE for ICT and the CoE for HSEM as already noted. Further, Green River Community
College, Highline College, and Columbia Basin College are all members of CyberWatch West, led by
WCC. Green River Community College now offers BAS degrees in Network Administration and Security
and also Software Development. Highline College, which CyberWatch West mentored and assisted to
achieve its CAE2Y designation in 2013, offers a BAS degree in Cyber Security and Forensics. Columbia
Basin College offers a BAS degree in Cyber Security. In the development of WCC’s IT Networking
degree, which will be infused with security topics, WCC will work to promote synergies with these
existing related programs.
Demand for an IT Networking Pathway is Demonstrated at the High School Level in Whatcom County
WCC has a very strong relationship with area high schools that provide a ready stream of students into the
CIS pipeline at WCC. Through the proposed BAS degree in IT Networking, these students will be able to
complete their 4-degree at one institution in a hands-on, affordable manner.
Few high schools in Washington State offer students the opportunity for CIS classes. Many of the high
schools have had to reduce courses to focus on supporting students who need to pass the Washington
Assessment for Student Learning (WASL), which focuses primarily on math and English. In a 2009
survey of high school students from five Whatcom County school districts, 22% of male students (273
respondents) indicated interest in a CIS-related career path. While female student interest was lower,
recent WCC outreach efforts to middle and high schools girls (described below) have increased interest.
Beginning in Fall of 2015, a new partnership between WCC and the Northwest Career & Technical
Academy (NCTA) serving Whatcom and Skagit Counties will allow local high school students to earn
both high school and college credit in a Computer Security & Support program to be held in WCC’s
state-of-the-art networking labs and classrooms. The agreement, signed by the Whatcom County
superintendents in January 2014, estimates 17-24 enrollees in this program per year. As part of this
partnership, the College Tech Prep/Dual Credit program in Whatcom County identifies WCC’s CIS 105
(Computer Operating Systems), CIS 110 (Introduction to Computer Security), and CIS 206 (Computer
Operating Systems II) as articulated courses available for dual credit. Dual credit programs in Whatcom
County are sponsored by a partnership of local high schools, WCC, Bellingham Technical College, and
representatives of local business and industry. This program will be leveraged with efforts to significantly
expand alignment and delineate pathway options for high school students to gain an advanced start for
earning college credit towards the BAS degree, and achieving a true 2+2+2 model. NCTA Executive
Director Linda Wise Miller has offered her strong support for the proposed BAS degree program at WCC
(see letter of support).
Through this new partnership with the NCTA, students will take classes at WCC, now the NCTA’s fourth
campus. The NCTA is a consortium of six Skagit County school districts, two Whatcom County school
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districts (including the Bellingham School district, comprised of four high schools), and Skagit Valley
College (NCTA headquarters is located on Skagit’s campus). Students earning a “B” or better grade in the
Computer Security & Support program may apply to earn WCC college credits in addition to high school
credits, thus furthering and streamlining their education toward their desired education and career goals.
The programs offered through the Academy provide cost-effective, quality academic and career skills
training in areas that are typically too expensive to offer at every high school. In addition, the program
held at WCC will expose the high school students to a college campus, thus familiarizing them with a
higher education setting and the entry point to the CIS/BAS programs early on.
Furthermore, WCC recently began offering a related College in the High School program, in which area
high school students complete advanced-level coursework in the high school while earning WCC credit
for approved courses. WCC’s robust Running Start program provides another successful example (with
more than 900 students enrolled annually) for such efforts. Currently, 11% of CIS students participate in
Running Start.
Thus, WCC is already making tremendous strides in reaching out to potential BAS degree students from
its high school and regional college partnerships, as well as from its 2-year CIS program. Area high
schools critical to the pipeline development to the BAS degree at WCC include Bellingham Public
Schools, Mt. Baker High School, and Lynden High School, all of which have pledged their support for
this effort both independently as well as through the NCTA program efforts. Moving forward,
collaboration efforts will target Lummi Tribal School, Ferndale High School and other regional schools.
WCC will rely on its close relationship with Tech Prep and local career and technical education high
school counselors to facilitate all of these efforts.
This project will also involve substantial outreach to K-12 by building on a strong foundation of programs
already in place since at least 2010. WCC will build upon its popular Girls Go Tech workshop (aimed at
middle school girls) and its popular Cybersecurity Camp (offered annually 2012-2014) for additional
regional high school student outreach. Sixty-eight students from 15 Whatcom and Skagit county high
schools participated in WCC’s camps programs (which 58 students completed successfully), funded by a
now expired NSF ATE grant. Camp participants roughly reflected the demographics of participating high
schools in terms of low-income representations (36%) and racial diversity (24% students of color). All
students who completed the camps were eligible for CIS 110 (3 WCC credits). Thirty-four of the camp
students applied for and earned the college credits, and 25 participants went on to enroll at WCC.
Students were paired with college student mentors and exposed to guest speakers from industry and
diverse role models. The camp not only benefitted the high school students, but also the participating twoyear college students who earned credit and gained additional experience helping to develop the camp
activities.
What Sets the Proposed Program Apart and Why Expansion is Desirable and Necessary
As demonstrated, this proposed BAS program is both unique and needed. In addition, the BAS focus is
highly desirable and includes a rare focus on industrial IT networks. Students are drawn to WCC’s
acclaimed CIS program, and its expansion into a BAS degree is supported broadly both within the
community and on campus. As mentioned, the WCC Board of Trustees offered its strong support for the
proposed expansion by approving a motion to pursue this proposal and subsequent accreditation process.
That same day, on November 13th, 2014, the CIS Advisory Committee likewise offered its strong support
of the proposed program.
As evidence of WCC’s long-range thinking and commitment to this endeavor, WCC recently applied for
a new NSF capacity building grant to fund the development and implementation of the proposed new
BAS degree in IT Networking. The NSF grant would fund the following aims: 1) degree and pathway
development; 2) degree advising, outreach and marketing; and 3) industry participation and evaluation.
The proposal would fund a new part-time BAS administrator, a part-time advising/student support
services navigator, and instructional support personnel for program labs in support of proposal objectives.
Support for new course/curriculum development by faculty will also be provided. Whether or not the NSF
proposal is successful, WCC is committed to funding BAS degree development and implementation.
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WCC looks forward to further strengthening and building the IT networking infrastructure and workforce
in the region and in Washington State through a unique applied baccalaureate program.
References
Bureau of Labor Statistics, U.S. Department of Labor. 2014. Occupational Outlook Handbook, 2014-15
Edition. URL: http://www.bls.gov/ooh/. Visited December 12, 2014.
Burning Glass. 2014. Moving the Goalposts: How Demand for a Bachelor’s Degree is Reshaping the
Workforce. URL: http://www.burning-glass.com/research/credentials-gap/
CareerOneStop. 2014. Cybersecurity Competency Model. CareerOneStop is sponsored by the U. S.
Department of Labor & Employment and Training Administration.
http://www.careeronestop.org/competencymodel/competency-models/cybersecurity.aspx
Center of Excellence for Information and Computing Technology (CoE for ICT). 2011. Emerging
Workforce Trends in Information and Computing Technology 2011 to 2018.... STEM Career
Pathways for the Washington State Community and Technical College System. URL:
http://www.coeforict.org/wp-content/uploads/2012/02/ICT-Trends-Book-1-11-12-Printable.pdf
Center of Excellence for Information and Computing Technology (CoE for ICT). 2012. 2012 Information
Technology Programs: Washington State Community & Technical Colleges.
Department of Homeland Security, 2014. “Written testimony of USSS Cyber Operations Branch Criminal
Investigative Division Deputy Special Agent in Charge William Noonan for a Senate Committee
on Appropriations, Subcommittee on Homeland Security hearing titled “Investing in
Cybersecurity: Understanding Risks and Building Capabilities for the Future”.” May 7, 2014.
Dice.com estimates retrieved by the CoE for ICT, demand for IT-related jobs in the Bellingham-metro
area (75-miles radius), as of December 5, 2014
Economic Modeling Specialists Intl. (ESMI) data gathered by the CoE for ICT, for IT-related positions in
Northwest Washington State, as of December 5, 2014
Frost & Sullivan. 2013. The 2013 (ISC)2 Global Information Security Workforce Study. A Frost &
Sullivan Market Study. URL: https://www.isc2.org/GISWSRSA2013/
Milken Institute. 2013. Best Performing Cities 2012: Where America’s jobs are created and sustained.
URL: http://www.milkeninstitute.org/publications/view/559
National Media Consortium. 2014. NMC Horizon Report: 2014 Library Edition. URL:
http://cdn.nmc.org/media/2014-nmc-horizon-report-library-EN.pdf
O*Net. 2014. Summary Report for: 15-1142.00 – Network and Computer Systems Administrators. URL:
http://www.onetonline.org/link/summary/15-1142.00
The Seattle Times. February 28, 2013. Op-ed: Washington State should help tech industry by renewing
tax incentives. By Susan Sigl and Bryan Mistele. URL:
http://seattletimes.com/html/opinion/2020458070_susansiglbryanmisteleopedxml.html
Washington Higher Education Coordinating Board. 2012. Strategic Master Plan Update 2012.
Washington State Board for Community and Technical Colleges. September 2006. System
Direction: Creating Opportunities for Washington’s Future. URL:
http://www.sbctc.ctc.edu/docs/sbctc_system_direction_final.pdf
Washington State Board for Community and Technical Colleges. August 2013. Research Report No. 136. Bachelor of Applied Sciences: Outcomes Evaluation.
Washington State Board for Community and Technical Colleges. August 2014. Research Report No. 144. Bachelor of Applied Sciences: Policy and Outcomes Evaluation.
Washington State Board for Community and Technical Colleges. May 2014. Washington’s Community
and Technical Colleges: Getting Veterans Back to Work.
Washington State Employment Security Department. October 2014. Learn about an Occupation. URL:
https://fortress.wa.gov/esd/employmentdata/reports-publications/occupationalreports/occupations-in-demand
Washington State Employment Security Department. December 16, 2014. Personal communication of
labor market data and estimates retrieved by Anneliese Vance-Sherman, Regional Labor
Economist, WA ESD.
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Tab 3a
Health Informatics and Information
Administration
Applied Baccalaureate Degree Program
Statement of Need
Table of Contents: BAS in Health Informatics and Information Administration
Introduction ............................................................................................................................ 4
Criteria One and Standard One: Institutional Role and Mission .............................................. 5
Criteria Two and Standard Two: Support of Statewide Strategic Plan .................................... 6
Criteria Three and Standard Three: Employer and Community Demand ................................ 7
Criteria Four and Standard Four: Building on existing Professional and Technical Degree
Programs...............................................................................................................................11
Criteria Five and Standard Five: Student Demand for Health Informatics and Health
Information Administration Degree in our region. ...................................................................13
Criteria Six and Standard Six: Service to Place-Bound Students ...........................................15
Conclusion ............................................................................................................................17
Acronym Chart ......................................................................................................................18
Works Cited ...........................................................................................................................19
TCC, BAS in Health Informatics and Information Administration
2
FORM A
COVER SHEET
STATEMENT OF NEED
Program Information
Institution Name:
Tacoma Community College
Degree Name:
Health Informatics and Information Administration
CIP Code:
51.0707
Name(s) of existing technical associate degree(s) that will serve as the foundation for this program:
Degree:
Associate of Applied Science Health
Information Technology
Degree:
CIP Code:
51.0707
CIP Code:
Proposed Start Implementation Date (i.e. Fall 2014):
Projected Enrollment (FTE) in Year One:
Funding Source:
State FTE: ☐
Year Began:
1965
Year Began:
Fall 2015
15
at Full Enrollment by Year:
Self-Support: ☒
2016
Other: ☐
Mode of Delivery
Single Campus Delivery:
Tacoma Community College
Off-site:
Distance Learning:
Online
Statement of Need: Please see criteria and standard sheet FORM B.
Page Limit: 20 pages
Contact Information (Academic Department Representative)
Name:
Tod Treat
Title:
Executive Vice President for Academic and Student Affairs
Address:
6501 South 19th Street, Tacoma, WA 98466
Telephone:
253.566.5022
Fax:
253.566.5378
Email:
ttreat@tacomacc.edu
Chief Academic Officer
TCC, BAS in Health Informatics and Information Administration
Date
3
Introduction
Health Information Management and applied Health Informatics are career fields with a strong
current need and sustained future growth. Washington State will benefit from the addition of a
Bachelor of Applied Science degree in Registered Health Information Administrator (RHIA) and
Tacoma Community College is perfectly situated to provide such a degree. With our strong
current student, strong alumni presence in the area, and upstanding reputation, we can add
qualified, confident professionals that are needed in our area.
According to the American Health Information Management Association (AHIMA), Health
Information Management is “the practice of acquiring, analyzing, and protecting digital and
traditional media information vital to providing quality patient care.” AHIMA defines Health
Information Technology as “the framework used to manage health information, and the
exchange of health information in a digital format”. Finally, AHIMA says that Health Informatics
is “a science that defines how health information is technically captured, transmitted and
utilized.”
The field of Health Information Management (HIM) has a long and honored history. The need for
HIM professionals has been officially recognized since 1928, when the Association of Record
Librarians of North America was first established by the American College of Surgeons to
“elevate the standards of clinical records in hospitals dispensaries, or other distinctly other
medical institutions” (Connors, 1941). Since 1928, the organized members of the field of HIM
have undergone many transformations and name changes, going from the American
Association of Medical Record Librarians in 1938 to the American Medical Record Association
in 1970 and then finally the American Health Information Management Association (AHIMA) in
1991. The first credentials were recognized in this field in 1933, when the Registered Record
Librarian (RRL) credential was established, which was then changed to the Registered Records
Administrator (RRA) credential in 1978. In 1953 the Accredited Records Technician (ART)
credential was added to the profession as an Associate Degree credential. In the year 2000,
the AHIMA Board of Directors Council on Certification voted to change the credential names
one last time. The Associate Degree credential was changed from the ART to the RHIT
(Registered Health Information Technician) and the Bachelor Degree credential was changed
from the RRA to the RHIA (Registered Health Information Administrator), both of which are the
current credentials in use today. Today, the AHIMA has more than 71,000 members (American
Health Information Management Association).
In 2007 the AHIMA’s HIM Education Strategy Committee (ESC) wrote a whitepaper entitled
“Vision 2016: A Blueprint for Quality Education in Health Information Management.” That white
paper called for three key priorities for the future of the HIM profession. One of those key
priorities is the “Transformation of health information management to a graduate level
profession by 2016.” AHIMA’S ESC noted, “If HIM professionals are to remain relevant and
employable, they need to obtain an advanced degree, provide additional training in specialty
areas, and move toward training in administration, research, and quality improvement” (AHIMA
TCC, BAS in Health Informatics and Information Administration
4
Education Strategy Committee, 2007). The addition of a BAS in HIM at TCC would give
students and professionals another avenue towards Graduate education.
There are currently 56 Commission on Accreditation for Health Informatics and Information
Management Education (CAHIIM) accredited Bachelor programs in the United States. Of those
56 programs, 27 can be done online. Of those 27, only 5 are RHIT to RHIA progression
programs, one in Texas, Ohio, Kansas, Missouri, and South Carolina. In the State of
Washington, there is currently only one CAHIIM accredited Bachelor program in HIM, which is
through a traditional four-year campus based Bachelor of Science Degree at the University of
Washington. This means that there is only one opportunity for students to earn a Bachelor
Degree that enables them to sit for the RHIA credential in Washington State. While this
traditional setting is a viable option for some, it does not provide a direct avenue of completion
for professionals who already hold an RHIT credential, and it does not provide a method of
delivery for place bound students. In order to meet the growing demand for health information
professionals, we will need to be able to offer more options to our current Associate Degree
level HIM professionals, who currently hold their RHIT credential. A Bachelor of Applied
Science in Health Informatics and Information Administration will address these challenges,
delivering a degree that allows students to leverage their current RHIT credential and offers
innovative delivery methods that will allow all students in the state access to the curriculum.
Criteria One and Standard One: Institutional Role and Mission
The proposed applied baccalaureate in Health Informatics and Information reflects and supports
the role and mission of the Tacoma Community College and reflects its program priorities as
demonstrated by the TCC mission, key priorities in the TCC 2014-2018 Strategic Plan, and
specific action plans described in the Operational Plan 2014-2015.
Tacoma Community College (TCC) is a public, two-year institution of higher education
authorized by the State of Washington under the Community College Act of 1967. The college
offers comprehensive educational and service programs to meet the needs of the students and
communities in our service area. TCC provides Associate degrees in Arts and Sciences,
Biology, Business, Elementary Education, Pre-Nursing, and Science for students with university
transfer intent. The recently opened H.C. Joe Harned Center for Health Careers reflects the
college’s commitment to professional-technical programs in nursing and allied health, including
health information technology and management.
The college's student body reflects the diversity of its urban locale. In the 2012-13 academic
year, 64% of TCC students were female and 36% male; 51% of students were under age 26
and 49% age 26 or older; and 55% of students were white, while 45% were students of color. In
the same year, 48% of students intended to transfer, 32% intended to pursue workforce training,
8% intended to pursue basic skills (transitional studies), and 12% indicated other educational
intentions. Five hundred nineteen international students and approximately 870 students with
documented disabilities attended TCC.
TCC, BAS in Health Informatics and Information Administration
5
TCC is one of nineteen Washington colleges participating in Achieving the Dream (ATD), a
national, foundation-funded student success initiative focused on students of color and lowincome students. This initiative has increased the college's institutional research capacity,
fostered evidence-based decision making across the college, and facilitated the development
and implementation of interventions to increase student success, particularly that of historically
underrepresented populations.
TCC’s Mission is to create meaningful and relevant learning, inspire greater equity, and
celebrate success in our lives and our communities. The college meets its mission through the
Strategic Plan 2014-2018 that focuses broadly on learning, equity, community, and discovery.
Within the strategic plan, TCC has identified several priorities that are met by development of an
applied baccalaureate in RHIA. These include:
● ensuring College curricula meet current and emerging workforce competencies, transfer
requirements, and the educational goals of our students (Theme One: Achieve Learning)
● using technology to increase learning, access, affordability and support for all students
(Theme Two: Achieve Equity)
● developing strong relationships and partnerships with local employers, including active
program advisory committees (Theme Three: Engage Community)
● continuously exploring, evaluating, and scaling innovative solutions to enhance learning,
equity, and community (Theme Four: Embrace Discovery)
Criteria Two and Standard Two: Support of Statewide Strategic Plan
The development of an applied baccalaureate in RHIA supports both the WASAC and SBCTC
missions, goals, and strategies as outlined in organizational documents.
The 2013 WASAC Roadmap speaks to demographic and economic imperatives for both
increased postsecondary attainment and alignment between credentials and degrees with
employees skill needs. The Roadmap identifies strategies to meet these imperatives that
include increased access, affordability, and use of technology to improve student outcomes. An
applied baccalaureate in RHIA at Tacoma Community College addresses all three of these
strategies by providing a cost effective alternative to very limited and more expensive options
elsewhere in the state of Washington and leveraging the very successful online AAS degree
offered by Tacoma Community College in Health Information Technology (HIT). Utilizing and
expanding the HIT programs advisory committee also allows TCC to effectively meet that
WASAC Roadmap strategy of “[increasing] coordination of existing employer feedback
mechanisms to postsecondary institutions, and encourage innovative approaches to close
existing workforce skill gaps in Washington’s dynamic economy.” Finally, the Roadmap
emphasis on adult learners is met by an intentional expansion of adult centered learning
principles currently designed into the HIT program as Tacoma Community College develops the
applied baccalaureate.
TCC, BAS in Health Informatics and Information Administration
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The SBCTC Mission Study (2010) focused on economic demand, increased educational
attainment particularly for underserved populations, and instructional innovation in framing its
recommendations. Specifically, the study suggests that “Washington...needs more people with
baccalaureate and graduate degrees. Community and technical colleges must expand their
contribution to help meet this need.”
The mission study also outlines ten action items that are met by Tacoma Community Colleges’
applied baccalaureate in RHIA. These include:
● serving more students, particularly the underserved
● closing skills gaps between what technically trained workers can do and what industries
in Washington need
● contributing to the production of baccalaureate degrees that meet regional needs and
are oriented towards competitiveness for employment
● creating seamless pathways in P-20 with stackable credentials from the AAS in HIT to
the BAS in RHIA
● using technology to invest in a 21st century learning infrastructure including eLearning
and online student services. The existing HIT AAS at Tacoma Community College is
online and already demonstrates our commitment to these principles using Canvas, a
shared system resource that contributes to the SBCTC action item of “making smarter
use of technology and promoting efficiencies…”
An applied baccalaureate in RHIA in Pierce County is particularly valuable as 14% of Pierce
County’s employees work in healthcare (WorkSource, 2014). Pierce County also lags in
baccalaureate attainment (24%) in all fields in order to compare to Washington State (32%) and
would benefit from an increased number of applied baccalaureate programs in order to compare
favorably with the rest of the state (WorkSource, 2014). Adding an applied baccalaureate in
RHIA at Tacoma Community College would help meet this critical attainment need in Pierce
County consistent with the SBCTC’s stated rationale for applied baccalaureates as quoted
below by creating new pathway for professional-technical students to attain a baccalaureate
related to local industry needs:
● “meet state goals for increasing the overall number of baccalaureate degrees”
● “expand the workforce mission of community and technical colleges to serve the needs
of local and state employers”
● “increase educational pathways for professional and technical associate graduates who
have been limited in their ability to apply credits toward a bachelor degree”
Criteria Three and Standard Three: Employer and Community Demand
In June 2012, Burning Glass Technologies conducted a study titled “A Growing Jobs Sector:
Health Informatics”. As noted in Exhibit 1, this report noted that from 2007-2011. All jobs rose
6%, healthcare jobs rose 9%, and health informatics jobs rose by 36%. The report also
indicated that health informatics jobs now constitute the eight largest share of health care
occupation postings. (Burning Glass Technologies, 2012)
TCC, BAS in Health Informatics and Information Administration
7
Exhibit 1
Source: Burning Glass Technologies, A Growing Jobs Sector: Health Informatics
The AHIMA reports on its website that “As healthcare advances, health information provides the
patient data needed to successfully navigate the changes. As a result, health information
professionals can expect to be in high demand as the health sector continues to expand.
Demand is on the rise at all levels of education and credentialing. There are approximately
12,000 to 50,000 new jobs anticipated by 2017.” (AHIMA)
There are many factors that have spurred the increase in demand for health informatics and
health information management professionals. The HIPAA Privacy Rule of 2007, issued under
the Health Insurance Portability and Accountability Act of 1996 puts a focus on the privacy and
security of personal health information. The Health Information Technology for Economic and
Clinical Health (HITECH) Act of 2009 requires the use of electronic health records (EHRs) and
mandates that we use them meaningfully (Meaningful Use). The Affordable Care Act brought
us Accountable Care Organizations, allowing disparate healthcare organizations to connect and
share health information and other resources, in hopes of lowering costs, as well as affecting
the Medicare payment system with the initiation of Hospital Acquired Conditions (HAC),
focusing on reducing payment for conditions found to be caused after admission to a hospital.
All of these factors have required more professionals who possess the ability to manage
information, analyze data, and implement performance improvement activities.
Locating the job postings for the field of health informatics and information management can be
challenging as there are not many jobs titled “health information” and/or “health informatics”.
Instead, this field has multiple different job possibilities with various different job titles that one
must be aware of, such as Documentation Improvement Specialist, Privacy Officer, Meaningful
Use Specialist, or Quality Improvement Analyst. As noted by the Burning Glass Technologies
report” Health care informatics includes a range of positions involved with the collection,
handling, and processing of clinical information for a variety of purposes, from billing to medical
quality assurance. It is a category that has become significantly differentiated based on skills
and responsibilities, and increasingly integrated into the management of clinical care changes
that have not found their way into official employment statistics.”
Currently, the Bureau of Labor Statistics (BLS) has two Standard Occupational Classifications
(SOC) for health information technology and health information management related jobs. The
TCC, BAS in Health Informatics and Information Administration
8
first SOC is for Medical Records and Health Information Technicians. This SOC is generally
focused on the Associate Degree level, RHIT credential. The problem with this SOC is that they
also have jobs for medical records clerks listed here, which require less skill and education.
Even so, as noted in Exhibit 2, the job outlook for this category is 22% (much faster than
average).
Exhibit 2
Source: Bureau of Labor Statistics 2012 Occupational Outlook Handbook Medical Records and Health Information Technicians
The second SOC that addresses the field of health information technology and health
information management is Medical and Health Services Managers. This SOC does capture
many of the Health Information Management jobs found at the Bachelor’s level, which require
an RHIA credential. The Medical and Health Services Managers SOC require an entry-level
education of a Bachelor’s degree with an anticipated employment change of 73,300 from 201222, which means the job outlook is 23% (much faster than average). As noted in Exhibit 3, the
median salary for this grouping is $88,580 per year. (Bureau of Labor Statistics, 2012)
Exhibit 3
Source: Bureau of Labor Statistics 2012 Occupational Outlook Handbook Medical and Health Services Managers
TCC, BAS in Health Informatics and Information Administration
9
Neither of these BLS SOCs account for a critical area of jobs, which is health informatics. In July
2014, the Chief Executive Officer of the AHIMA, Lynne Thomas Gordon, submitted a request to
the Bureau of Labor Statistics Standard Occupational Classification Policy Committee Chair,
requesting the addition of the job classification Health Informatics Practitioner to address the
gap in the current SOC system. Jobs in this category would include titles such as Clinical
Documentation Improvement (CDI) Specialist, and Clinical Improvement Analyst. (Gordon,
2014)
The AHIMA has indicated that it is critical for a larger population of its membership to move into
health informatics. In order to meet this objective, AHIMA will need to have more members with
Baccalaureate and/or graduate degrees. (Sandefer, DeAlmeda, Dougherty, Mancilla, & Marc,
2014)
In our current world of computerization, it is also important to address the susceptibility of jobs
to computerization. In 2013, Frey and Osborn conducted a study to evaluate this very thing.
They looked at 702 occupations found in the SOC and rated them from lowest to highest in
regard to their susceptibility for computerization. The SOC category for Medical and Health
Services Managers ranked 36th on the list, with a less than 1% chance of being susceptible to
computerization. (Frey & Osborne, 2013)
In a recent survey of hiring managers who employ HIM professionals in a variety of settings
including information systems, long term care, mental health, acute care, and the government.
These organizations covered multiple geographic areas, to include Pierce, King, Thurston,
Kitsap, Snohomish, Lewis, and Grays Harbor counties. Many of the respondents had facilities
that covered multiple counties. As noted in Exhibit 4, when employers were asked if they
agreed or disagreed that the need for HIM professionals who hold an RHIA credential will
increase, 90% said they agreed with 10% saying they were unsure and 0% saying they
disagreed.
Exhibit 4
TCC, BAS in Health Informatics and Information Administration
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When employers were asked if having a Bachelor of Applied Science Degree in HIM would
benefit their organization, 70% said yes, as noted in Exhibit 5.
Exhibit 5
Employers noted that the biggest benefit of having this type of degree would be advancement
opportunities for current employees, money saved on not having to recruit from out of state, and
less time with unfilled positions.
Criteria Four and Standard Four: Building on existing Professional and
Technical Degree Programs
In order to receive and retain CAHIIM accreditation, the AHIMA has required curriculum
competencies in place for all of its degree levels. This means that all educational facilities that
are CAHIIM accredited share a similar core curriculum.
Students who successfully complete a CAHIIM accredited Associate, Baccalaureate, or
Graduate Degree program will possess entry-level competencies in six domains;
I.
II.
III.
IV.
V.
VI.
Domain I. Data Content, Structure and Standards (Information Governance)
Domain II. Information Protection: Access, Disclosure, Archival, Privacy and Security
Domain III. Informatics, Analytics and Data Use
Domain IV. Revenue Management
Domain V. Compliance
Domain VI. Leadership Roles
Each degree level is further delineated by the attainment of the Bloom's taxonomy levels
associated with the Student Learning Outcomes specific to each degree level within each of the
domains. (Council for Excellence in Education, 2013)
TCC, BAS in Health Informatics and Information Administration
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The Bachelor of Applied Science in Health Informatics and Information Administration will build
on the Associate of Applied Science in Health Information Technology at Tacoma Community.
Because the BAS degree will be built as an RHIT to RHIA progression degree, students who
have attended any CAHIIM accredited college and earned their RHIT credential will be able to
take advantage of the BAS in Health Informatics Information Administration, as they would have
all met the curriculum competencies required at the Associate Degree level.
Tacoma Community College has had its Associate Degree in Applied Science in Health
Information Technology since 1965. Similar to the profession, the program has undergone a
few name changes, from Medical Records Technician to Health Information Technology along
its history. In 2007, the HIT program at TCC moved into an all-online delivery format. Prior to
2007, the HIT program entered 18-20 students one time a year. By the 2013-2014 school year
the program is entering students twice a year, and the unduplicated student enrollment for the
2013-2014 school year was 158, with a mixture of full time and part time students. TCC’s HIT
Associate Degree program has consistently performed above national levels on the RHIT exam,
as noted in Exhibit 6.
Exhibit 6
There are currently three CAHIIM accredited Health Information Management/Technology
Associate Degree programs in Washington State; Tacoma Community College, Shoreline
Community College, and Spokane Community College. Tacoma Community College is located
in Tacoma, Shoreline Community College is located in Seattle, and Spokane Community
College is located in Spokane. We surveyed all of the CAHIIM accredited colleges in the state.
Spokane Community College indicated that they would be interested in having a Bachelor of
Applied Science in Health Informatics and Health Information Administration with a focus on a
RHIT to RHIA progression for their students. Spokane indicated they were unsure. Spokane
Community College indicated that over the past five years they have graduated 70 students,
Shoreline Community College indicated 160 students, and Tacoma Community College
indicated 150 students.
TCC would focus our initial pathway to the BAS on graduates from TCCs HIT program who
have earned their RHIT, graduates from Spokane Community College who have earned their
RHIT, and current professionals in our community who have obtained their RHIT (see Exhibit 7).
An important note about this BAS in Health Informatics and Health Information Administration is
that it will not only allow current students in our Associate Degree program to progress, but will
TCC, BAS in Health Informatics and Information Administration
12
build on current RHIT credentialed professionals who wish to progress from their RHIT to an
RHIA.
Exhibit 7
Spokane HIT Associate
Degree graduates
with RHIT credentials
Current professionals
who hold the RHIT
credential from any
college
TCC HIT Associate
Degree graduates with
RHIT credential
TCC
BAS
HIIA
Criteria Five and Standard Five: Student Demand for Health Informatics and
Health Information Administration Degree in our region.
Health Informatics and Information Administration is a high demand field. With projections from
the BLS of a 23% job outlook through 2022, and an even higher increase in informatics jobs of
36% from 2007-2011 as reported by The Burning Glass Technologies report, we need more
Bachelor prepared students to meet the growing employment needs.
The AHIMA’s Vision 2016 lists the transformation of the Health Information Management
profession to a graduate level profession by 2016. In order to do this there must be a better
pathway for current students and professionals to move to a Bachelor level education so they
can then move on to a Master’s level. Vision 2016 says “to be competitive, the HIM profession
needs to develop programs to provide a career ladder to the Master’s Degree level.” The Vision
2016 white paper also notes that “The next generation of HIM leaders and managers will come
from a more formalized educational setting that builds on the baccalaureate with graduate
education.
As previously noted, in the State of Washington, there is only one CAHIIM approved Bachelor
level Health Information Management program. The University of Washington has a traditional
four-year Baccalaureate degree in Health Informatics and Health Information Management,
requiring two years of general education, and two years of Health Informatics and Information
TCC, BAS in Health Informatics and Information Administration
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Management focused education. The Baccalaureate degree offered at the University of
Washington is a campus-based program, offering evening courses at the Seattle campus. The
University of Washington does not currently articulate with any of the CAHIIM accredited
Associate Degree programs in Washington State, meaning that if students in the three
Washington State CAHIIM accredited RHIT programs want to attend the University of
Washington program, they must take up to a year or more of general education credits before
they can apply.
In addition to the University of Washington Bachelor degree option, Tacoma Community
College, Spokane Community College, and Shoreline Community College have also indicated
that they have had students attend online options, such as the University of Cincinnati in
Cincinnati, Ohio, The College of St. Scholastica in Duluth, Michigan , Stephens College in
Columbia, Missouri, and Western Governors University.
To assess student interest in a BAS in Health Informatics and Health Information Administration,
a survey was distributed to students of Tacoma Community College and Spokane Community
College. In addition, we also surveyed the past 3 years of TCC and Spokane Community
College graduates, as well as other currently credentialed RHITs.
The majority of respondents stated they lived in Spokane or Pierce County. Of the 108 students
who responded, 73% indicated they would be very likely to enroll in a BAS in HIM at TCC and
an additional 21% indicated that they would be somewhat likely to enroll (see Exhibit 8).
Exhibit 8
Of the 42 currently credentialed RHIT professionals, 36% indicated that they would be
somewhat likely to enroll in a BAS in Health Informatics and Health Information Administration,
while 57% said they would be very likely (see Exhibit 9)
Exhibit 9
TCC, BAS in Health Informatics and Information Administration
14
Also of interest, of the 42 currently credentialed RHITs, 50% of them indicated that they had
been ineligible for a promotion or unable to apply for a job that interested them because they did
not hold an RHIA credential. 93% (39/42) of respondents said they had considered getting a
Bachelor Degree in HIM and sitting for the RHIA credential. Of these respondents, the top
issues were money and the only option working with their schedule being online with the only
colleges that offer online degrees out of state and wanting their money to stay in the state.
When we asked students about the importance of factors, such as tuition, job availability,
opportunity for career advance, and CAHIIM accreditation so they could sit for the RHIA
credential, over 70% said these areas were all very important. Respondents identified that the
degree receive CAHIIM accreditation so that students could sit for the RHIA credential as
highest in importance.
TCC's BAS in Health Informatics and Information Administration’s projected enrollment over the
next five years would include a cohort of 15 for year one, a cohort of 20 for year two, and then a
maximum cohort of 25 for years three through five.
The potential student interest for a BAS in HIM at TCC has been overwhelming. Many students
and current RHIT professionals want to continue on with their education, but there are not many
options open to them with only one CAHIIM accredited program currently offered in Washington
State.
Criteria Six and Standard Six: Service to Place-Bound Students
As noted above, Washington’s only in-state Bachelor program option for Health Information
Management students is a campus-based evening program in a traditional Baccalaureate
format from the University of Washington, Seattle campus. With no articulation agreement
between any of the CAHIIM accredited Associate Degree programs in the state and the
University of Washington, graduates from the Associate Degree programs must complete up to
TCC, BAS in Health Informatics and Information Administration
15
a year or more of prerequisites before they can even apply to the program. If students want an
online option, they have to go to a school out of state.
The University of Washington, Tacoma has a Bachelor of Arts degree with a major in
Healthcare Leadership. This degree prepares students to work in leadership roles in
healthcare, however it does teach to the AHIMA competencies, is not CAHIIM accredited, and
does not prepare students to sit for the RHIA credential.
Our survey showed that only one respondent had gone on to receive their Bachelor’s degree in
HIM from the University of Washington. We did have results that showed a few professionals
have gone on to receive a Bachelor’s Degree from an online program through an out of state
option. The colleges mentioned have a significantly higher tuition rate, ranging from $346 per
credit at Stephen’s College to $465/credit through the University of Cincinnati.
As noted in Exhibit 10, of the 158 potential students who responded to our survey, when we
asked what type of scheduling they most prefer, they split almost equally between full and part
time. 25% said they preferred campus-based evening classes, 16% said they preferred campus
based day time classes, 15% said they preferred campus based weekends, and 78% said they
preferred online courses.
Exhibit 10
With TCC’s HIT program’s seven-year history of high quality online education with our
completely online Associate Degree program, an online program is an obvious fit. We would
also consider offering an optional evening and/or weekend seminar course if there was enough
student demand for it.
As mentioned before, the only current CAHIIM accredited Associate Degree programs are in the
cities of Tacoma, Seattle, and Spokane. While both Tacoma Community College and Shoreline
Community College offer their degrees online Spokane is still mainly a campus-based program.
While much of the student population at Tacoma Community College comes from Pierce
County, TCC also serves a number of students from Skagit, Thurston, and Clark counties, who
would not be able to otherwise receive their degree in HIM from an accredited program. With
this in mind, students from Spokane currently have no local CAHIIM accredited Bachelor’s
program to access.
TCC, BAS in Health Informatics and Information Administration
16
Because our degree would be built as an RHIT to RHIA progression, we can also serve current
professionals working in the healthcare field. Many rural hospitals rely on their Health
Information professionals, yet because of their locations would not be able to access a Bachelor
program or the RHIA credential if they did not have an online option for such.
In addition to providing our community with access to a Bachelor program for the RHIA
credential, adding this step will allow students in our area to also take advantage of Graduate
education opportunities, which is one of the priorities of the AHIMA. There are a number of
Master’s programs that graduates from our BAS can ladder into, including online programs with
a focus on Masters in Health Information Management from the College of St. Scholastica and
the University Of Tennessee Health Science Center. There is also the option of a Master’s in
Health Informatics as an online program from the University of Illinois at Chicago and Oregon
Health and Science University. Finally, students would be able to ladder into the Master of
Health Informatics and Health Information Management at the University of Washington. TCC is
committed to working collaboratively with the Center of Excellence for Allied Health to ensure
optimal access and opportunity across the state of Washington.
Conclusion
The specialized field of Health Informatics and Information Management is going through a time
of growth and transition. Currently, there is a high demand for professionals with a Bachelor’s
degree in HIM and an RHIA credential. As we move into the future, this demand will grow as
we focus even more on health informatics. The student desire for an in-state avenue for RHIT
to RHIA progression is substantial. Currently, the only progression programs drive students to
spend their tuition money in other states. Adding a Bachelor of Applied Science in Health
Informatics and Information Administration at Tacoma Community College would provide the
career ladder that is currently lacking for current professionals, ensuring that we have a welleducated and properly trained workforce in this dynamic profession.
TCC, BAS in Health Informatics and Information Administration
17
Acronym Chart
ACA – Affordable Care Act
AHIMA – American Health Information Management Association
AMRA – American Medical Records Association
ART – Accredited Records Technician
ATD – Achieving the Dream
BAS – Bachelor of Applied Science
BLS – Bureau of Labor Statistics
CAHIIM – Commission on Accreditation for Health Informatics and Information Management
Education
CDI – Clinical Documentation Improvement
EHR – Electronic Health Record
ESC – Education Strategy Committee (AHIMA’s HIM Education Strategy Committee)
HAC – Hospital Acquired Conditions
HIIA – Health Informatics and Information Administration
HIM – Health Information Management
HIPAA – Health Insurance Portability and Accountability Act of 1996
HIT- Health Information Technology
HITECH – Health Information Technology for Economic and Clinical Health Act of 2009
RHIA – Registered Health Information Administrator
RHIT – Registered Health Information Technician
RRA – Registered Records Administrator
RRL – Registered Records Librarian
SOC – Standard Occupational Classification (Bureau of Labor Statistics Standard Occupational
Classification)
TCC – Tacoma Community College
TCC, BAS in Health Informatics and Information Administration
18
Works Cited
AHIMA Education Strategy Committee. (2007). Vision 2016: A Blueprint for Quality Education in
Health Information Management. AHIMA.
AHIMA. (n.d.). Health Information 101. Retrieved from
http://www.ahima.org/careers/healthinfo?tabid=wha
American Health Information Management Association. (n.d.). Who We Are. AHIMA. Retrieved
from http://www.ahima.org/about/aboutahima
Bureau of Labor Statistics. (2012). Medical and Health Services Managers Job Outlook.
Retrieved from http://www.bls.gov/ooh/management/medical-and-health-servicesmanagers.htm#tab-6
Burning Glass Technologies. (2012). A Growing Jobs Sector: Health Informatics.
Connors, I. (1941). The American Association of Medical Record Librarians: A brief history of
the organization and development, 1928-1941.
Council for Excellence in Education. (2013). Side by Side Progression Map of Associate,
Baccalaureate, and Graduate HIM Curriculum. AHIMA.
Frey, C., & Osborne, M. (2013). The Future of Employment: How Susceptible Are Jobs to
Computerization.
Gordon, L. T. (2014). Letter to the Standard Occupational Classification Policy Committee
Chair. Retrieved from
http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_050714.pdf
Sandefer, R., DeAlmeda, D., Dougherty, M., Mancilla, D., & Marc, D. (2014, NovemberDecember). Keeping Current in the Electronic Era. Journal of AHIMA, 39-44.
TCC, BAS in Health Informatics and Information Administration
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Tab 3b
Bachelor of Applied Science:
IT Networking
Statement of Need
Table of Contents:
Bachelor of Applied Science Degree in IT Networking
Form A: Cover Sheet Statement of Need......................................................................................................... 2
Introduction ..................................................................................................................................................... 3
Relationship to institutional role, mission and program priorities ................................................................. 4
Support of Statewide Strategic Plans .............................................................................................................. 6
Employer/community demand for graduates with baccalaureate level of education proposed in the
program ........................................................................................................................................................... 8
Table 1-Employers by sector in King County .................................................................................... 10
Table 2--United States Bureau of Labor Statistics ............................................................................ 11
Table 3--King County Job Forecast for 2019 ..................................................................................... 12
Table 4--Completions 2012 .............................................................................................................. 13
Applied baccalaureate program builds from existing professional and technical degree programs
offered by the institution ............................................................................................................................. 14
Table 5--AAS-T Degrees and Certificates Offered ............................................................................ 14
Student demand for program within service area ........................................................................................ 16
Table 6--CTE IT Concentration from Feeder Districts ....................................................................... 17
Efforts to maximize state resources to serve place-bound students ............................................................ 18
Conclusion ..................................................................................................................................................... 20
Form A: Cover Sheet Statement of Need
Program Information
Institution Name: Seattle Central College
Degree Name: BAS IT Networking
Level: Bachelor’s Degree
Type: Science
CIP Code: 11.1001
Name of existing associate degree(s) that will serve as the foundation for this program:
Degree: AAS-T in Network Design and Administration
CIP Code: 11.1001
Year Began: 2000
Proposed Start Implementation Date: Fall 2016
Projected Enrollment (FTE) in Year One: 20
At Full Enrollment by Year: 2018
Funding Source: State FTE: ☑ Self-Support: ☐ Other: ☐
Mode of Delivery
Single Campus Delivery: Seattle Central College, Seattle, WA
Distance Learning: Potential Hybrid and online courses
Contact Information (Academic Department Representative)
Name: Wai-Fong Lee, Ph.D.
Title: Interim Vice President for Instruction
Address: 1701 Broadway, BE4180, Seattle, WA 98122
Telephone: 206.934.4062
Fax: 206.934.4390
Email: wai-fong.lee@seatlecolleges.edu
Nov. 20, 2014
Chief Academic Officer
Seattle Central College: BAS in IT Networking
Date
| 2
Bachelor of Applied Science in IT Networking
Proposal Summary
Seattle Central College
Business, Information Technology and Creative Arts Division
Introduction
Seattle Central College seeks approval to offer a Bachelor of Applied Science Degree in Information
Technology Networking (BAS-ITN) beginning in fall 2016. The proposed BAS-ITN degree will help address
market demand for high-level, high-demand occupations such as computer network architect,
information security analyst, computer and network administrator, and system analyst. In particular, the
degree will help meet the growing demand for employees with advanced certifications or skills such as
Cisco Certified Network Professionals (CCNP), industry certifications in Microsoft SQL and SharePoint,
supplemental skills in PERL, fluency in advanced programming languages, and mobile application
security. Along with these specific skills and certifications, general education in the curriculum will
prepare graduates for the current labor market by developing the ability to communicate effectively, to
solve problems and, to plan and structure tasks while allocating time and resources effectively. They will
demonstrate determination and logical analysis during problem-solving, anticipating challenges and
working through setbacks. Graduates will be prepared to build positive working relationships and keep
projects on task.
Seattle Central College takes pride in offering top-of-the-line certificate and Associate Applied ScienceTransfer (AAS-T) programs for Network Design & Administration with a Cisco Certified Network
Administrator (CCNA) certification, as well as building supplemental skills that many employers value.
Currently, Seattle Central offers three options for students interested in IT Networking: a four-quarter
certificate, an AAS-T degree, and a three-quarter CISCO certificate. These options provide students with
the latest industry network skills for entry-to-mid-level jobs. However, for high-level occupations,
industry experts report that employers prefer graduates with baccalaureate degrees.
The proposed BAS-ITN degree program provides:
•
•
Educational pathways for current AAS-T graduates to further develop abilities in critical thinking,
problem solving, and communication along with advanced technical skills such as SharePoint,
advanced programming, scripting languages, and CCNP certifications.
Affordable BAS options in IT Networking for diverse and often underserved populations.
Seattle Central College: BAS in IT Networking
| 3
•
Other key skills identified by employers; such as ability to work in a team structure, ability to
make decisions and solve problems, ability to communicate with people inside and outside an
organization, and ability to plan, organize and prioritize work. 1
According to the Robert Half Technology IT Hiring Forecast and Local Trend Report, 63 % of CIOs stated
that network administration is among the skill sets in greatest demand within their IT departments, up
from 57 % in 2013. 2 At the same time, Networkworld.com lists networking and security in the top ten of
the “hottest IT skills for 2015.” 3
In addition to addressing industry demand, the BAS-ITN program aims to help achieve priorities
articulated by the Washington State Board for Community and Technical Colleges (SBCTC) 4:
•
•
•
Increasing the overall number of baccalaureate degrees awarded.
Expanding the workforce mission of community and technical colleges to serve the needs of
local and state employers.
Increasing educational pathways for professional and technical associate degree graduates who
have been limited in their ability to apply credits toward a bachelor degree. The workforce
student population comprises a large portion of people of color, older working adults, and
people (women) who are place-bound with family responsibilities.
The SBCTC further encourages CTCs to develop partnerships with Washington business and labor in
order to build a world-class education and training system that makes every region of our state
competitive in the world economy.
Relationship to Institutional Role, Mission and Program Priorities
Internally, this proposal aligns with the Seattle Colleges District’s priorities by fulfilling elements of its
Master Education Plan as well as supporting Seattle Central College’s mission, core themes, and
strategic goals.
Seattle Colleges District supports approximately 50,000 students in academic transfer programs,
professional-technical programs, and basic education programs. More than half of these students are of
color and approximately 55% are female. The proposed degree seeks to fill a major industry need for IT
1 Adams,
Susan. "The 10 Skills Employers Most Want In 2015 Graduates." Forbes. Forbes Magazine, 12 Nov. 2014. Web. 15 Dec. 2014.
2
"Press Room." U.S. CIOs Reveal Hiring Plans For First Half Of 201. Robert Half Technology, 2 Dec. 2014. Web. 15 Dec. 2014.
3
Pratt, Mary K. "10 Hottest IT Skills for 2015." Networkworld.com. Network World, 18 Nov. 2014. Web. 15 Dec. 2014.
4 "Applied Baccalaureate Degrees at Community and Technical Colleges." Washington State Board for Community and Technical Colleges. Washington
State Board for Community and Technical Colleges, 4 Nov. 2014. Web. 21 July 2014.
Seattle Central College: BAS in IT Networking
| 4
workers. At the same time, the program would promote greater diversity in the IT industry by creating
educational opportunities for underrepresented populations, including women and people of color.
The Seattle Colleges’ District-Wide Strategic Plan states that the colleges will be “learning centered in
providing high-quality and innovative education” and “in preparing our students for success in lifelong
learning.” The Strategic Plan objectives 5 are to:
•
•
•
•
Improve student achievement
Increase the number of students completing degrees and certificates
Increase awareness of the economic impact of Seattle Colleges
Respond to local industry needs
Seattle Central’s planning is guided by the college’s mission and four core themes: Responsive Teaching
and Learning, Catalyst for Opportunities and Success, Diversity in Action, and Communities Engagement.
The college’s top Strategic Priorities for 2013-2015 include increasing domestic enrollment, retention
and completion while promoting a culturally diverse campus. These priorities are intended to increase
persistence and completion of certificates and degrees.
The BAS-ITN program supports the district’s mission and the college’s core themes by:
•
•
•
•
•
•
•
Improving the already successful AAS-T degree and certificate programs through clear pathways
to a BAS degree
Providing instructional flexibility and accessibility to support place-bound students, including
those already working in IT fields who require further training for advancement
Serving “non-traditional” students: veterans, dislocated workers and underserved youth and
adults with limited education, who need to acquire core skills or work readiness training
Creating a “learn to earn” stackable pathway from entry level to more advanced credentials of
particular importance to underserved students and students of color
Offering opportunity for place-bound students
Responding to employer demand for graduates with bachelor degrees and highly specialized
skills
Providing a degree that increases economic opportunities in the community by preparing
students for high-wage jobs
The proposed degree is an extension of work both within the Seattle Colleges District and through
collaborative efforts with partner colleges, including Highline Community College, Pierce College District,
Edmonds Community College, Bellevue College, and Renton Technical College. Working in partnership
with these colleges, Seattle Central has identified core courses that can be transferred among colleges.
These commonly shared core courses will help facilitate efficient articulation agreements that benefit
students seeking AAS-T degrees and certificates in Network Design and Administration as well as the
BAS-ITN degree. The proposed program creates an excellent approach to advancing professionals in IT
Seattle Community Colleges. Office of the Vice Chancellor. Seattle Community Colleges 2010-2015 District-Wide Strategic Plan. Sept. 2010. Web. 21 July
2014.
5
Seattle Central College: BAS in IT Networking
| 5
through three avenues: 1) articulating curriculum with local high schools, 2) designing flexible programs
to meet the needs of current industry professionals, and 3) building upon the strong interest from our
current AAS-T degree graduates and those of partner colleges.
Support of Statewide Strategic Plans
The BAS-ITN degree supports the policies and goals for higher education as articulated in the
Washington Student Achievement Council’s (WSAC) 2012 Mission Study. In particular the proposed
program directly addresses the noted challenges of: 6
•
•
Helping more people attain higher levels of skill and knowledge as our state becomes more
diverse
Needing more people with baccalaureate and graduate degrees. Community and technical
colleges must expand their contribution to help meet this need.
In addition, The Mission Study used the 2008 Strategic Master Plan for Higher Education in Washington
as a guide. The BAS-ITN addresses these Master Plan goals:
•
•
Goal 1: “create a high quality education system that provides expanded opportunity for more
Washingtonians to complete postsecondary degrees, certificates and apprenticeships.”
Goal 2: “create a higher education system that drives greater economic prosperity, innovation
and opportunity.” 7
The WSAC’s goal for 2018 calls for raising the number of annual mid-level degrees and certificates to
36,200, an increase of 9,400 degrees annually. In addition, the Board calls for increasing baccalaureate
degree production to 42,400 per year to meet demand resulting from population pressure and aging of
the workforce population. 8 The proposed program adds capacity for baccalaureate degrees in
Washington State in a field where employers frequently require higher levels of education.
The SBCTC has identified the current challenges that employers face. The Board states that
approximately 14,300 employers had difficulty finding workers with bachelor’s, master’s or Ph.D.
degrees, especially in the engineering, software, and computer science fields. Moreover, many IT jobs in
the state remain unfilled, due to lack of training, experience, or degrees. The Board further indicates
Mission Study - Washington Community and Technical Colleges”. N.p.: n.p., n.d. Http://www.sbctc.edu . State Board for Community and
Technical Colleges, 2012. Web. Dec. 2014.
6
"Applied Baccalaureate Degrees at Community and Technical Colleges." Washington State Board for Community and Technical Colleges. Washington
State Board for Community and Technical Colleges, 4 Nov. 2014. Web. 21 July 2014.
7
"Economic Development." Washington State Board for Community and Technical Colleges. Washington State Board for Community and Technical
Colleges, 16 June 2014. Web. 21 July 2014.
8
Seattle Central College: BAS in IT Networking
| 6
that “a talented, creative and well educated work force is essential to Washington’s economic
sustainability, growth and vitality.” 9
The SBCTC has challenged educational institutions to:
•
•
•
Increase and retool workforce education programs, especially for anchor occupations, high
demand occupations and strategic industries by providing more high demand FTEs and more
workforce development resources.
Structure curriculum so that all courses lead to certificates and degrees, associate degrees lead
to bachelor’s degrees, including Tech Prep-like pathways into programs and more applied
bachelor’s degrees.
Make courses, programs and services more accessible for working people, such as distance
learning, evening/weekend classes, on-site business and industry classes, and new funds for
Opportunity Grants and customized training provide venues to try new approaches.
The BAS-ITN program addresses the State Board’s challenges by:
1. Offering high level courses for high demand occupations thereby increasing degrees awarded
and closing the employment gap
2. Creating clear pathways which lead from a four-quarter certificate, to AAS-T degree, and to the
proposed program
3. Providing multiple entry points for students earning any one of the IT Program certificates, the
AAS-T in Network Design and Administration, or the proposed BAS
4. Offering accessible certificate and degree awards through evening course work as well as
awarding prior learning credits and competency-based credits
For those who have earned AAS-T degrees and/or certificates, the proposed BAS-ITN will offer
affordable opportunities for further educational attainment and skill development. These opportunities
will be of particular benefit to students of color, who are underrepresented in private institutions where
may be cost prohibitive. ITT Technical Institute-Seattle reports 36% students of color and 14% female;
DeVry- Seattle reports 39% students of color and 33% female; and Seattle Pacific University shows 29%
students of color. 10 By contrast, in 2012-2013, Seattle Central had 56% students of color and 56%
female.
Support for Washington State Workforce Programs
The proposed BAS-ITN degree directly supports Washington State’s workforce programs. At Seattle
Central, the IT Programs represent four of the many professional-technical programs under the
Workforce Education umbrella. Students in workforce programs comprise 39% of state-funded FTEs.
"Applied Baccalaureate Degrees at Community and Technical Colleges." Washington State Board for Community and Technical Colleges. Washington
State Board for Community and Technical Colleges, 4 Nov. 2014. Web. 21 July 2014.
9
10
National Center for Education Statistics. U. S. Dept. of Education. Institute of Education Statistics. Web. 22 July 2014.
Seattle Central College: BAS in IT Networking
| 7
The college uses High Skills, High Wages -- Washington's 10-Year Strategic Plan for Workforce
Development, created by the Workforce Training and Education Board as the guiding document for
workforce development. This strategic plan has received overwhelming support from businesses. Its
objectives are to help Washington residents obtain high-skills, high-wage jobs, while at the same time
helping employers find skilled workers meet the current and future skills gap. The college’s proposed
BAS-ITN program aligns with the plan’s key objectives in the following ways:
•
Objective 1: Increase employer engagement with the workforce development system.
Seattle Central has engaged a wide range of employers in identifying skill standards and
industry-based certifications for the proposed BAS degree. Employers represented the fields of
computing, healthcare, mobile/wireless technologies, government, manufacturing, and
distribution.
In Scanning the Environment, Dr. Kester, social and economic research scientist at Washington
State University, notes that Computer and Information Technology related companies are a
critical part of the future economy of the state and will necessitate a primary business
partnership with Seattle Colleges (p. i-ii). 11
•
Objective 3: Expand and support learning opportunities for workers at all stages of their
education or career paths (p. 9). 12
By offering afternoon, evening, and potentially weekend courses, the BAS-ITN program will
increase the accessibility of training programs for adult workers. At the same time, the college is
exploring online and hybrid options and planning to increase the use of credit for prior learning,
competency-based programs, and stackable and portable credentials.
Employer/Community Demand for Graduates with
Baccalaureate Level of Education Proposed in the Program
The college projects continued demand for Seattle Central’s AAS-T and certificates in IT programs. As
indicated by Education Portal, a collaborative online resource with more than 200 instructors, subject
experts and editors, “An Associate of Science in Computer is another good base education to obtain.
Those with an accredited associate degree are then qualified to take specific industry certification exams
offered in systems such as Linux, Cisco, MCITP, Security and more; and qualify for jobs as entry-level
technicians and computer support specialists.” 13 On the other hand, the U.S. Bureau of Labor Statistics
Kester, Kyra, Ph.D. Scanning the Environment: Economic, Labor Market and Information for the Seattle College District. Olympia: Social & Economic
Sciences Research Center, 2013. Print. [Internal document, not accessible online]
11
High Skills-High Wages, Washington’s 10-Year Strategic Plan for Workforce Development. Washington State. Workforce Training and Education
Coordinating Board. Sept. 2012. Web. 22 July 2014.
12
13
"Can You Be a Network Administrator Without a Degree?" Education-portal.com. Education Portal. Web. 19 Sept. 2014.
Seattle Central College: BAS in IT Networking
| 8
(BLS), pointed out that “most [employers] require a bachelor’s degree in a field related to computer or
information science” 14
The Baccalaureate Argument
The BAS-ITN program focuses on preparing graduates
for employment in occupations such as network and
systems administrators, network data analysts, network
engineers, and network architects, each of which
typically require a minimum of a bachelor’s degree. A
popular career website counsels students: “You’ll likely
need a bachelor’s or master’s degree in computer
network technology for this position, since this career
involves overseeing every technical aspect of an
organization ranging from Internet operations to
network security.” 15
Nationally, 60% of Network and Computer Systems
Administrators and nearly 80% of those who hold
management positions in this sector, have earned a
bachelor’s degree or higher. 16 In Washington State,
approximately 70% of individuals employed in these occupations have obtained a bachelor’s or master’s
degree. 17 For all occupations, Washington State has a much higher bachelor’s degree rate than the
national average: 31.3% of its workforce has obtained a bachelor’s degree or higher as compared to 28%
nationally. 18
Students searching for careers in IT occupations often find that minimum requirements for employment
include a baccalaureate degree. The College Board, a not-for-profit organization made up of over 6,000
of the world’s leading educational institutions, recommends “for the best opportunities, earn a
bachelor's degree. Local employment agencies currently limit job searches in these occupations to those
who have a baccalaureate degree or higher.” 19
"Network and Computer Systems Administrators." Occupational Outlook Handbook. U.S. Dept. of Labor. Bureau of Labor Statistics, 8 Jan. 2014. Web.
16 Nov. 2014.
14
15
“What Can I Do with a Computer Network Technology Degree?” Degree Directory.org. Degree Directory.org. Web. 19 Nov. 2014.
"Educational Attainment for Workers 25 Years and Older by Detailed Occupation, Table 1.11." U.S. Dept. of Labor. Bureau of Labor Statistics. 19 Dec.
2013. Web. 22 July 2014.
16
17
"Emsi Analyst." Emsi Analyst. The O*NET 15.0 Database, June 2010. Web. 22 July 2014.
18
"Washington State Economic Climate Study." Economic and Revenue Forecast Council. Dec. 2013. Web. 22 July 2014.
19
"Matching Careers to Degrees." Matching Careers to Degrees. Bigfuture by the College Board. Web. 31 July 2014.
Seattle Central College: BAS in IT Networking
| 9
Labor Market Description
Seattle Central is located in the vibrant Capitol Hill neighborhood of Seattle. The college is global in
perspective with thriving international education programs — the sixth largest international program
among community and technical colleges in the United States. The college serves over 16,800 students
each year. Located in the most densely populated area of Washington State, the college’s primary
catchment area includes approximately 50% of the state’s population. The campus is centrally located
and adjacent to industry partners and the major employers in network-related occupations listed in
Table 1. The map above illustrates the location of Seattle Central and its proximity to key local
employers, such as Microsoft, Boeing, Amazon, T-Mobile, Safeco, Harborview, Alaska Airlines, and UW
Medical Center, representing a total employment of over 200,000. 20
Table 1-Employers by sector in King County 21
Sector
Computer Companies
Wired/Wireless Com
Corporate Managers
Aerospace/Engineering
Insurance Agencies
Data Processing
Legal
Rank
1
2
3
4
5
6
7
Labor Market Data
The most recent employment data from the BLS and from Economic Modeling Specialist International
(EMSI) indicate demand for bachelor’s degrees in IT that outpaces other occupations on both national
and local scales. The data in Table 2 below project national and state job growth in specific IT
Networking occupations, along with associated salary information. Table 2 suggests great opportunities
for future BAS-ITN graduates. The bachelor’s degree will propel graduates into high-level, high-wage
occupations, many of which will lead to supervisory and managerial positions.
Job opportunities in IT occupations will grow by nearly 20%, a much greater rate than the national
average of all occupations at 11%. In Washington State, growth is expected to average just over 20% in
the years 2012-2022.
Van Bronkhorst, Erin. "Washington State's Largest Employers – Who’s Biggest, and Who’s Missing." Puget Sound Business Journal. American City
Business Journals, 29 July 2013. Web. 23 July 2014.
20
21
"Find Employers." Find Employers. Employment Security - Department Washington State, 2014. Web. 23 July 2014.
Seattle Central College: BAS in IT Networking
| 10
Table 2--United States Bureau of Labor Statistics 22 and Economic Modeling Specialist
International 23
Growth
Mean
Growth
Mean
Job Title
# of Jobs
(2012Salary
(%)
Salary (Yr.)
2022)
(Hr.)
Nation
143,400
+20,900
15%
$97,700
$46.97
Computer Network
Architects
State
4,330
+480
11%
$100,830
$48.48
366,400
+43,000
12%
$77,910
$37.46
Network and Computer Nation
Systems Administrators State
8,760
+1,810
21%
$80,430
$38.67
Nation
520,600
+127,800
25%
$85,320
$41.02
Computer Systems
Analyst
State
15,380
+3,520
23%
$94,420
$45.40
Nation
75,100
+27,400
37%
$91,210
$43.85
Information Security
Analyst
State
2,310
+370
16%
$96,800
$46.54
Nation
1,105,500
+219,100
20%
Totals
State
30,780
+6,180
20%
Local Demand and Employment Gap
Between 2010 and 2011 the average IT wage in Washington increased by $7,347, the largest absolute
increase in the U.S. Between 2004 and 2011, Washington’s absolute increase in wages of 41.6% was the
largest in the United States. 24
Washington State currently has 25,000 unfilled jobs in all occupations, a shortfall which can be
attributed to a lack of qualified candidates. Eighty percent (80%) of these jobs are in high-demand
health care and high-skill STEM (science, technology, engineering and math) disciplines such as
computer science and engineering. This number is expected to reach 50,000 unfilled jobs by 2017 and
ninety percent (90%) of these jobs in STEM-related occupations. 25
According to the King County Workforce Development Council, Information Technology is among the
strongest industries in the Puget Sound region. The presence of strong and growing IT companies in the
region—including Microsoft, Amazon, Google, Facebook, and smaller companies--continues to position
Seattle well for growth. As shown in Table 3, the King County Metropolitan area (which houses Seattle
Central College,) forecasts a larger percentage of growth when compared to Washington State as a whole.
22
National Occupational Employment and Wage Estimates United States. U. S. Dept. of Labor. Bureau of Labor Statistics. May 2013. Web. 21 July 2014.
23
Emsi Analyst." Emsi Analyst. The O*NET 15.0 Database, June 2010. Web. 22 July 2014.
Driving Washington’s Prosperity: A Strategy for Job Creation and Competitiveness. Washington Economic Development Commission. March 2013. Web.
27 Aug. 2014.
24
25
"Great Jobs Within Our Reach: Addressing the Growing Job Skills Gap in Washington State - See More At:
Http://waroundtable.com/waskillsgap#sthash.JAFPUx1Q.dpuf." Washington Roundtable. Washington Roundtable, 27 Mar. 2013. Web. 15 Dec.
2014.
Seattle Central College: BAS in IT Networking
| 11
Table 3--King County Job Forecast for 2019 26
Job Title
# of Jobs
(2009)
Growth
(2009-2019)
Growth
(%)
Mean
Salary (Yr.)
Network Systems Analyst
8,026
+4,122
51%
$86,190
Network and Computer Systems
Administrators
4,740
+1,188
25%
$84,300
Computer Systems Analyst
9,405
+2,278
24%
$99,910
Totals
22,171
7,588
34%
The estimated total employment in these occupations in King County is projected to reach 29,759 in
2019, with an average growth of 34%. A recent study by Dr. Kyra Kester of the Social and Economic
Sciences Research Center reports that King county will average more than 4,050 job openings annually
in IT related fields from 2013 to 2023. 27 However, she also notes that an average of only 1,600 degrees
will be completed annually. Although projections may vary, the overall picture is clear: there will be a
significant gap between supply and demand of qualified graduates in IT networking.
Employer Demand
In addition to labor market data, assessment of local market demand was conducted through direct
dialog with IT professionals, through contact with the Technical Advisory Committee (TAC) for the
college’s IT Programs, and through graduates who are employed in the industry.
A 2014 survey shows that Seattle Central’s IT graduates are employed in entry-level computer support
positions with companies like Amazon, Microsoft, Boeing, Starbucks, and Apple. These employers state
that these new employees would be better prepared if they had bachelor’s degrees.
Current job listings at Boeing require a minimum of a baccalaureate degree for network administrator
positions. 28 At Amazon, a security analyst position requires a minimum of a baccalaureate degree; 29 this
also is the case for positions in the network architect category at Microsoft. 30 In fact, current job listings
for network and security administrators at Tommy Bahama, T-Mobile, University of Washington, and
Washington State University all require a bachelor’s degree. The November 2014 State of Washington
Occupation report lists network and computer systems administrators as number seven of the twentyfive top occupations in King County with 603 new openings, and for these jobs the report lists a
Talent Pipeline Study for Information Technology, Business Services, Finance and Insurance. Workforce Development Council of Seattle King County,
March 2012. Web. 27 Aug. 2014, p.16.
26
27 Kester, Kyra, Ph.D. Scanning the Environment: Economic, Labor Market and Information for the Seattle College District. Olympia: Social & Economic
Sciences Research Center, 2013. Print. [Internal document, not accessible online]
28
“Careers: Information Technology Jobs." Boeing Corp. Web. 11 Aug. 2014.
29
“Security Analyst." Amazon.jobs. Web. 11 Aug. 2014.
30
Microsoft Careers. Microsoft Corp. Web. 11 Aug. 2014.
Seattle Central College: BAS in IT Networking
| 12
bachelor’s degree as the minimum educational requirement. 31 The consistent listing of jobs in network
and computer systems administrators among the top 25 occupations and that its ranking is moving
closer to the top of the list demonstrate its strong market demand and the need for applied science
bachelor’s degree programs to fill the employment gap.
Instead of using employer survey results, the college concluded that letters of employer support, the
data of local labor market demand and employment gap as well as surveys of current students and
current industry employees provide as strong evidence and support for the need of a BAS degree in IT
Networking.
Educational Opportunities in Western Washington
According to information provided by 16 western Washington institutions, from 2010 to 2012, just
under 2,000 network-related degrees and certificates were awarded. Table 4 compares the number and
type of awards issued by a particular institution. Based on this data, currently no public four-year
baccalaureate institution is offering applied science degrees in network-related programs.
Table 4--Completions 2012
Based on CIP: Computer Systems Network and Telecommunications (11.0901); Network and Systems Administrators
(11.1001); Computer Systems Analyst (11.0501); Computer and Information Systems Security (11.1003); and for
Target Occupations: Computer Network Architects (15-1143); Network and Computer Systems Administrators (151142); Computer Systems Analyst (15-1121); Information Security Analyst (15-1122)
College or University
Bellevue
Cascadia
City University - Seattle
Clover Park Tech
DeVry - Washington
Edmonds
Green River
Highline
ITT Tech -Seattle
Lake Washington Tech
Olympic
Pierce
Renton Tech
Seattle Colleges
Seattle Pacific University
Tacoma
Totals
31
Associate
Degree
1 Yr.
Certificate
Short-term
Certificates
73
7
54
2
3
151
28
117
41
49
132
93
56
39
66
80
23
91
139
9
40
124
17
60
832
66
476
Bachelor
Degrees
(2012*)
4
39
3
1
331
93
13
33
21
16
3
577
72
"Top 25 Occupations." Employer Demand Reports. Washington State Employment Security Department, November 2014. Web. 14 Dec. 2014.
Seattle Central College: BAS in IT Networking
| 13
Graduates with associate degrees may enter the workforce in entry-level positions in network and
computer support or they may enroll in the proposed BAS-INT program. In 2012, a total of 72 bachelor’s
degrees were awarded in Information Technology in the King County Metropolitan area; on average,
just 73 degrees were awarded annually from 2010 and 2012. With the projected increase of over 5,200
jobs in King County and over 30,000 in Washington State, the proposed degree will provide a greater
number of qualified employees and help to fill the employment gap in these high-demand IT fields.
Applied Baccalaureate Program Builds from Existing
Professional and Technical Degree Programs Offered by
the Institution
The college is collaborating with several community and technical colleges across the state to develop
common core courses for IT programs in order to ensure transferability and articulation. The proposed
BAS-ITN degree allows students who obtain an AAS-T degree from one of the related certificate
programs to pursue a BAS in IT Networking at Seattle Central.
The BAS-ITN program will build on a strong foundation of degrees and certificates offered within the
current IT programs at Seattle Central. Since 1999, these programs have offered both certificate and
degree options in Applications Support and Programming to meet the needs of local companies.
Responding to overwhelming demand to expand program offerings, the college added Network Design
and Administration, Web Design, Web Development, and most recently, Mobile Product Development.
Table 5 describes FTEs, enrollment, and the completions of degrees and certificates in the college’s IT
programs.
Table 5--AAS-T Degrees and Certificates Offered
Application Support, Network Design & Administration (including CISCO),
Programming, Mobile Product Development, Web Design, and Web
Development
Year
2009-10
2010-11
2011-12
2012-13
2013-14
FTEs
265.57
275.50
250.56
221.19
236.33
Certificates
43
51
39
60
41
Degrees
14
10
25
38
14
Unique Headcount
530
536
503
460
418
The BAS-ITN degree is a natural progression for our current IT programs. Both full-time and adjunct
faculty are currently employed or have experience working with major IT employers in the region,
including Microsoft, Adobe, Amazon, Cisco, HP, Boeing, T-Mobile and AT&T.
Seattle Central College: BAS in IT Networking
| 14
The BAS-ITN course requirements will include core fundamental IT courses and coursework in network
fundamentals, administration, Cisco Certified Network Administrator (CCNA), and enterprise
applications needed for an AAS-T degree. Based on skill recommendations from the TAC and industry
partners, new courses will be developed in shell and power scripting, SharePoint certification, SQL
Server administration, Exchange Certification, Mobile Application Security, Cisco Certified Network
Professional (CCNP) and Enterprise Virtualization.
The diagram below, envisioned by faculty in cooperation with Extreme Consulting, a local company who
identifies qualified IT professionals represents potential pathways, including general education
requirements, for current students, incoming students, and incumbent workers. Specific curriculum will
be developed through collaboration with industry partners, with other educational institutions and with
the Center for Excellence for Information and Computing Technology, and included in the program
proposal.
Seattle Central College: BAS in IT Networking
| 15
Student Demand for Program within Service Area
The college assessed student demand for the proposed BAS degree through student surveys and data
provided by the Washington State Office of Public Instruction. Surveys targeted current students
enrolled in our IT degree or certificate programs, graduates, and current high school students.
Current Student Survey Data
A sampling of 31 students who are currently enrolled in one of our Networking certificate or degree
programs were asked if they would be interested in continuing their education to obtain a bachelor’s
degree. Approximately half of the student respondents indicated that they would prefer to continue and
an additional 35% indicated that they would be interested pending financial resources. Only 6%
responded negatively. Additionally, over 65% of these students stated that they would have enrolled in
a baccalaureate program if it had been an option at the time of initial enrollment. These students
believed they would obtain “a higher standard of living” and have “better employment and
advancement opportunities” than with an associate’s degree. These beliefs are confirmed by BLS data,
which show an increase in average earnings of over $10,000 for graduates with a baccalaureate degree
compared to an associate’s degree. 32
As stated earlier, currently, students in the local community and technical colleges have limited options
for earning a bachelor’s degree in computer network related fields with affordable tuition. Aside from
private technical schools such as DeVry and ITT, students may choose from Western Governor’s
University, which is fully online, Seattle Pacific University, or City University.
High School Students
Seattle Central allows high school students to receive community college credits for Tech Prep
articulated classes in IT Programs. During 2011-2012, in partnership with Seattle Public Schools, Seattle
Central awarded over 1,200 credits to 844 students from 12 participating high schools. Approximately
13% of Washington high school students who listed concentration in Career and Technical Education
(CTE), chose Information Technology.
Table 6 details the number of students in feeder school districts, representing approximately 5,000 CTE
students. These students, who will have had the opportunity to obtain core fundamental IT training at a
number of local colleges offering common core IT courses, can earn a certificate and AAS-T degree from
Seattle Central or another college before entering the BAS-INT program at Seattle Central. 33
32
“Earnings and Unemployment Rates by Educational Attainment." U.S. Dept. of Labor. Bureau of Labor Statistics, 24 March 2014. Web. 09 Aug. 2014.
33
“Washington State Report Card.” Washington State Report Card. Office of Superintendent of Public Instruction. Web. 27 Aug. 2014.
Seattle Central College: BAS in IT Networking
| 16
Table 6--CTE IT Concentration from Feeder Districts
Feeder School District
Bellevue
Edmonds
Highline
Issaquah
Lake Washington
Mercer Island
Renton
Seattle
Shoreline
Snohomish
Tukwila
Total number of Students
# of Students
% of all CTE
784
644
607
354
304
98
365
1,157
87
586
112
5,098
20.9%
12.9%
15.6%
9.5%
8.4%
10.6%
10.9%
13.2%
4.9%
21.2%
15.9%
Current Industry Employees
In August 2014, a survey of current employees in network-related occupations without a bachelor’s
degree in network-related field was conducted. The survey collected over 30 responses from employees
of Microsoft, Boeing, Comcast, Synology and the University of Washington. Responses to questions
relating to potential career advancement, increased income and accessibility, included:
•
•
•
•
“BA level courses could help future engineers with a wide foundation of what's being used in
small business to enterprise level organizations.”
“I can tell you the competition is rough. It helps to have an extra ramp up on the resume.
Employers will closely scrutinize your ability based on whatever documentation you present in
the forefront—a higher degree represents that much more.
“Especially for evening classes. I am a full time employee, in a network technician position. I
strongly want to acquire a bachelor's degree.”
“The path to education is endless and I am very happy to hear that there is a possibility to
continue studying in a familiar environment with instructors that I know well and like.”
Potential Pool of BAS-ITN Students
Given the results obtained from the current student surveys, current employee surveys, and the steady
enrollment of 50-55 students in our current Networking AAS-T degree program as well as more than 110
AAS-T graduates from feeder colleges of Bellevue College, Green River Community College, and North
Seattle College (see Table 4 on page 14), the college estimates at least 40 FTEs in the BAS-ITN program
each year after the initial year. The projected pool of potential BAS-ITN students is expected to be a
combination of continuing students, students transferring from other institutions, and incumbent
workers.
Seattle Central College: BAS in IT Networking
| 17
[Note: Seattle Central has been consistently using 40 FTEs for all its BAS degree proposals since 2008 for
the purpose of budget projection and program planning. The number could have come from SBCTC
during the BAS pilot period. The college believes that a requirement of 40 FTEs makes a program viable
and affordable.]
Efforts to Maximize State Resources to Serve
Place-Bound Students
One of the primary benefits to students of the proposed BAS-ITN degree is support for underserved
place-bound students in Seattle Central’s highly diverse catchment area and the surrounding
metropolitan area. Offering degrees to this population will provide greater access to higher level positions
in high-demand, high-wage Information Technology occupations. In addition, the proposed baccalaureate
degree provides career development pathways for IT workers seeking career advancement through
increased skills and educational attainment. Finally, through industry partnerships, students will have
opportunities for internships that develop applied skills and provide job exploration opportunities.
The BAS-ITN program will provide flexibility that students need. In a recent survey, 65% of students
preferred classes in the afternoons and evenings, and nearly half were interested in online or hybrid
modalities. By offering convenient times and instructional modes, the proposed program will enable
current industry employees to upgrade their qualifications without leaving work to do so. At the same
time, the college is exploring opportunities to award credits for prior leaning in order to ease the
educational workload while maintaining program rigor.
Affordable Options for Place-Bound Students
Students who pursue the BAS-ITN degree at Seattle Central will spend less on their degrees. At Seattle
Central, resident tuition for an associate’s degree is about $8,000 and for a bachelor’s degree, tuition
comes to $15,000. Students who attend programs at private institutions must spend more: tuition for a
comparable associate’s degree exceeds $47,000 at ITT, while tuition for a bachelor’s degree at Seattle
Pacific University is $70,200. And graduates with bachelor’s degrees earn more than those with
associate’s degrees: the median salary for IT graduates with an AAST-T degree is $47,962 as compared
to $84,300 for graduates with a bachelor’s degree. 34
34“Bachelor
of Science (BS/BSc), Information Systems (IS) Degree Average Salary.” Payscale Human Capital. 15 Nov. 2014. Web. 20 Nov. 2014.
Seattle Central College: BAS in IT Networking
| 18
Opportunities for Collaboration
Seattle Central collaborates continuously with other colleges in the District—North and South Seattle
Colleges and Seattle Vocational Institute. During the past three years, North Seattle created a BAS
program in Programming, Bellevue College developed a BAS degree in Information Systems and
Technology, and Green River Community College is offering a BAS in Network Administration and
Security. In addition to the proposed BAS-ITN, Seattle Central plans to develop short-term stackable
credentials in proposed areas such as Exchange Server, SQL Server, Linux and security. We will
collaborate with these three colleges and seek support from the Center of Excellence for Information
and Computing Technology to provide pathways at other colleges for Seattle Central’s AAS-T completers
in IT program areas. A meeting has been scheduled with Green River Community College in January
2015 to explore avenues for program alignment and collaboration. With the development of common
courses and certificates in core IT fundamentals, students of partner colleges will be able to finish
certificate programs and AAS-T degrees, and then earn a bachelor’s degree in IT Networking at Seattle
Central.
Industry partners, such as Alaska Airlines, Boeing and Amazon have worked directly with Seattle
Central’s faculty to provide learning opportunities for current students. These partners have indicated
interest in helping the college refine the AAS-T curriculum, define pathways into the BAS-ITN program
during the curriculum development phase, and provide scalable internships.
Dataworks Consulting, a Seattle-based technical services firm, in its letter to the college indicates that it
“supports Seattle Central College’s new Bachelor of Applied Science Degree in Information Technology
Networking (BAS-ITN).” They “feel that this type of targeted degree in the Information Technology field
will provide a solid educational foundation for employment.” Pingle, a local IT-related business, states
that “It is a priority at Pingle Inc. to strengthen computer skills in the local community, encourage
innovation and act as a mentor to students at Seattle Central College.” Bartell Drugs, a Seattle based
company with 60+ locations in the area, noted in a letter of support, “the importance for us to have a
local talent pool of candidates.” Seattle Jobs Initiative, a community-based organization, has expressed
support for the BAS-ITN degree at Seattle Central.
The college aims to build mutually beneficial working relationships with its education partners, along
with support from the Center of Excellence for Information and Computing Technology, local industry,
and the Technical Advisory Committee (TAC) of IT Programs to provide strong collaboration for ongoing
support of the BAS-ITN degree program. Such collaboration and support will be critical during the
Program Proposal process especially in regard to curriculum development, alignment of specific courses,
and articulation considerations.
Seattle Central College: BAS in IT Networking
| 19
Unique Aspects of the Program
The proposed BAS-ITN will emphasize creative problem-solving and critical thinking through team and
individual project-based learning. These pedagogies will be accomplished with an independent, selfreliant network system in which the hands-on lab and latest technology are integrated. Courses will be
taught by industry professionals in various technical areas offered mostly in the evenings to support
incumbent workers and provide them with the best in classroom instruction. The result is relevant and
applied learning using up-to-date hardware and software to design, maintain, and administer the
network.
Conclusion
Information technology industry experts have indicated the need for a baccalaureate degree in highlevel, high-wage, and high-demand occupations: computer network architects, network and computer
system administrators, network and computer systems analysts, and information security analysts. In
preparing this proposal, the developers used reports published by the Center for Excellence for
Information and Computing Technology. In particular, Building an IT Career-Ready Washington: 2015
and Beyond, identified skills, knowledge, and employability related to the proposed BAS-ITN degree.
Current educational offerings in the Puget Sound region do not satisfy the need for trained professionals
ready to enter the IT industry in networking: presently only about 73 students earn baccalaureate
degrees in networking from four private institutions annually. A growth of almost 8,000 new jobs over
the next ten years will widen this gap between supply and demand. The proposed BAS-ITN degree is
designed to build on core fundamental IT skills offered by Seattle Central and partner colleges to provide
opportunity for Washington State citizens. The pathway from current certificates and associate’s degree
to the BAS-ITN program will help to address the immediate needs of the industry by providing those in
entry-level positions and students with real-world, practical experience a clear pathway to advanced
credentials. The program also will provide new opportunities for CTE high school students who want to
pursue a career in IT; and the program will address the needs of current industry professionals for
education required for advancement, especially for the underrepresented, women, and students of
color.
Seattle Central College: BAS in IT Networking
| 20
Tab 3d
Applied Baccalaureate Degree Program
In Information Technology
System Administration
Statement of Need
Page Intentionally Left Blank
Yakima Valley Community College
Page 2
Table of Contents: BAS in Information Technology (IT) – System Administration
Cover Sheet for New Degree Program Proposal
4
Introduction
5
Applied Bachelor Degree in Information Technology – System Administration
6
Criteria One:
Relationship to institutional role, mission, and program priorities
6
Criteria Two:
Support of the statewide strategic plans
7
Criteria Three: Employer/community demand
8
Criteria Four:
Builds from existing professional and technical degree program
14
Criteria Five:
Student demand for BAS in IT - System Administration
16
Criteria Six:
Maximize state resources to serve place-bound students
17
Summary and Conclusions
19
References
20
Yakima Valley Community College
Page 3
COVER SHEET
STATEMENT OF NEED
Program Information
Institution Name:
Yakima Valley Community College
Degree Name:
Bachelor of Applied Science in Information
Technology – System Administration
CIP Code: 11.1001
Name(s) of existing technical associate degree(s) that will serve as the foundation for this program:
Degree: IT General Degree
CIP Code:
Year Began:
Degree: System Administrator
CIP Code:
Year Began:
Proposed Start Implementation Date ( i.e. Fall 2014):
Projected Enrollment (FTE) in Year One:
Funding Source:
Fall 2015
at Full Enrollment by Year: 20
12
State FTE: ☒
Self-Support: ☐
Other: ☐
Mode of Delivery
Single Campus Delivery:
Yakima Valley Community College
Off-site:
N/A
Distance Learning:
Some courses maybe hybrid
Statement of Need: Please see criteria and standard sheet FORM B.
Page Limit: 20 pages
Contact Information (Academic Department Representative)
Name:
David Dalton
Title:
Instructor Information Technology
Address:
South 16th Ave & Nob Hill Blvd. Yakima, WA 98907
Telephone:
(509) 574-4848
Fax:
Email:
ddalton@yvcc.edu
Chief Academic Officer
Yakima Valley Community College
Date
Page 4
Introduction
The proposed Bachelor of Applied Science in Information Technology – System Administration (BASITSA) at Yakima Valley Community College (YVCC) responds to the need for baccalaureate prepared
individuals for current and prospective position openings in IT System Administration, in Yakima County
and the greater central and eastern Washington regions. If approved, this would become the second
applied baccalaureate degree offered by Yakima Valley Community College, increasing opportunities for
place-bound working adults in this region of the Washington State. Applied baccalaureate degree
programs support the college mission to provide academic, professional and technical education that is
responsive to the needs of the college’s service district.
Yakima County is home to one of the largest Hispanic/Latino populations east of the Cascades (45.8%)
with some of its cities having up to 84% Hispanic/Latino population.i Forty nine percent of the enrolled
credit students at YVCC are of Hispanic/Latino background. Twenty six percent of enrolled female
students and 14% of enrolled male students have dependents. For many of these students moving out of
the area to pursue post-secondary degree would put unnecessary financial pressures on the family and
more importantly, students would lose immediate family support and guidance. By offering applied
baccalaureate degree programs the community college offers an alternative pathway for place-bound
adults.
A Bachelor of Applied Science in Information Technology - System Administration will better prepare
students to participate in the workforce, at a time when companies need to improve their ability to
compete in globalized markets. Companies in the YVCC service district rely to a great degree on updated
logistics and distribution networks, and have expressed strong interest in this degree. Recognizing this
need, many of these companies offer their employees tuition-reimbursement as a company benefit.
Place-bound working adults need to further their education to qualify for a promotion or to compete for
positions that require a bachelor’s degree. Place-bound working adults will benefit from access to
baccalaureate level education without having to commute too far, relocate, or reduce their work hours and
their income. Employers will benefit from the opportunity to retain current employees.
The following pages will explain in more detail how a Bachelor of Applied Science in Information
Technology - System Administration degree from Yakima Valley Community College:





Supports statewide strategic plans
Meets the demands of employers and community in the service area
Builds on existing professional and technical programs offered by the college
Meets student demands in the service area
Maximizes state resources to serve place-bound students
As Kenneth P. Walker and Edith Pendleton wrote in Alternative Pathways to the Baccalaureate:
At the core of the American Dream is the assumption that all citizens deserve an equal
opportunity to earn a college degree. “If a nation expects to be ignorant and free, in a state of
civilization,” Thomas Jefferson wrote in 1816, “it expects what never was and never will be”
(Jefferson, 1816)ii
Yakima Valley Community College
Page 5
APPLIED BACHELOR DEGREE IN INFORMATION TECHNOLOGY - SYSTEM
ADMINISTRATION
STATEMENT OF NEED CRITERIA
Criteria 1 - Relationship to institutional role, mission, and program priorities
The proposed Bachelor of Applied Science in Information Technology – System Administration (BASIT)
reflects and supports the role and mission of Yakima Valley Community College (YVCC), and reflects
program priorities.
YVCC requires all programs to align with its stated mission. YVCC’s mission statement says:
Yakima Valley Community College enriches and enhances individuals and communities by
delivering accessible, student-centered education. Yakima Valley Community College addresses
the needs of our diverse communities by providing learning opportunities in basic literacy;
academic, professional, and technical education; and lifelong learning.
Developing and offering applied baccalaureate degrees is an integral part of YVCC’s strategic planning.
These degrees help to address the educational needs of the individual residents, businesses and industries
of the YVCC service district.
Applied baccalaureate degrees play an important role in YVCC’s commitment to provide “accessible,
student-centered education.” Offering baccalaureate degrees at the local level strengthens YVCC’s ability
to meet “the needs of our diverse communities” as well as the uniqueness of our surrounding workingadult population. This constituency is not adequately served by existing educational models at the
baccalaureate level that require either in-person enrollment at a distant campus, or on-line course taking.
YVCC currently offers programs designed to give both working-adults and high school graduates an
educational path from basic literacy all the way to a 2-year academic, professional degree or technical
certificate. Most recently (Fall QTR 2014) YVCC started offering a Bachelor of Applied Science in
Business Management degree. The response from both local and business communities has been
extremely positive and supportive. YVCC’s mission of offering “lifelong learning” opportunities will be
enhanced with the addition of an IT baccalaureate degree.
The proposed bachelor of applied science degree in information technology - system administration meets
the expressed needs of both current and past community college students. For those currently working on
an associate of applied science degree or technical certificate in IT a BASIT degree will give them a
pathway to further their educational goals and increase their job marketability.
The business community and various economic development organizations have expressed the need to
increase the educational level of our current workforce as well as the need to attract and keep local talent
in our communities. The bachelor of applied a science degree in information technology - system
administration responds to this need. Providing an alternative pathway to obtain a four-year degree will
increase the general educational level of place-bound working adults.
A BAS in Information Technology - System Administration is a natural progression for YVCC. YVCC
currently offers associate of applied science degrees with various levels of information technology (IT)
courses as well as certificates in specific IT areas. Students working on these degrees and or certificates as
well as people in our communities holding any of these degrees or technical certificates will be likely
Yakima Valley Community College
Page 6
candidates for this degree and will benefit most immediately by the implementation of a BAS in
Information Technology - System Administration degree.
Criteria 2 - Support of statewide strategic plans
The proposed Bachelor of Applied Science in Information Technology – System Administration supports
the State Board for Community and Technical Colleges (SBCTC) mission goals outlined in the Mission
Study and WSAC policies and goals for higher education as articulated in the Strategic Master Plan for
Higher Education.
SBCTC’s Mission Study identified Washington State’s “Most Urgent Need” as “…to educate more
people to higher levels of skill and knowledge.”iiiThe Mission Study identifies strategies to increase the
number of baccalaureate educated adults as a means to strengthen the economy and serve workforce
needs for more highly educated “locally grown” workers.
The Mission Study identifies strategies to increase the number of baccalaureate educated adults as a
means to strengthen the economy and serve workforce needs for more highly educated “locally grown”
workers.
In 2012 the HECB issued its “Strategic Master Plan Update 2012”. This update lists “Seven steps to more
successful higher education outcomes in Washington State.”iv These steps are:
I.
II.
III.
IV.
V.
VI.
VII.
Increase capacity of higher education to serve more students
Maintain commitment to access for low-income students
Build on efforts to increase transitions and completion
Provide a simple funding initiative to increase the number of graduates; quality of education
Define and develop K-12 to postsecondary program pathways
Promote accelerated learning programs for high school students and adult learners
Maintain commitment to the original 2008 degree goals
According to the December 2012 the Washington Student Achievement Council’s Critical Crossroads: A
Call for Action report, over 46% of Hispanic, American Indian/Alaska Native, or low income do not
enroll in a postsecondary institution. The report also stated that “Proximity to a postsecondary institution
may influence college going behaviors among high school students as well.”v
A BAS in Information Technology - System Administration at YVCC is in alignment with statewide
strategic plans. It will strengthen state and local economies by providing more well-educated and skilled
workforce by following the seven steps listed above. It will provide graduates with a strong foundation in
Information Technology - System Administration that will increase the business and economic
performance of our local communities making them more productive and attractive to prospective
companies.
For the current workforce living within YVCC’s educational service district, it will open an opportunity
to further their education and obtain a baccalaureate degree without jeopardizing current employment and
dislocating or disrupting families.
A BAS in Information Technology - System Administration is versatile and robust enough that a person
with this degree could potentially advance to various field and industry management positions and further
their education either by pursuing a graduate degree in a specific field of study or by concentrating in
obtaining certification in specific areas of interest.
Yakima Valley Community College
Page 7
Criteria 3 - Employer and community demand
Yakima Valley Community College’s Unique Position
Approximately 142 miles southeast from Seattle, WA and approximately 193 miles southwest from
Spokane, WA Yakima Valley Community College (YVCC) is located in the heart of Central Washington
within the city limits of the City of Yakima.
YVCC primarily serves Kittitas and Yakima counties and eastern Klickitat County. Yakima County is the
largest county (246,000) within YVCC’s educational service district and also it is home to the City of
Yakima which is the largest city within its educational service district (91,930). YVCC is positioned to
serve 308,100 people.vi
The geographic and demographic characteristics of these three counties makes it an excellent location for
a new applied bachelor’s degree in information technology - system administration.
Employer Data
Yakima, Kittitas, and Klickitat counties are home to more than 180 employers that employed more than
45,000 people.vii
According to NEW VISION Yakima County Development Association, there are six key industries in
Yakima County:viii
 Logistics and distribution
 Food processing
 Industrial machinery and supply
 Business and professional services
 Health and medical industry
 Aerospace
This diversity of industries and companies makes it an excellent environment for a new applied
bachelor’s degree in information technology - system administration. This type of degree will provide a
strong foundation for any graduate to enter the job market with the necessary skills to perform various
IT/IS jobs at different levels and in different industries and for the current employee working with any of
these companies, this degree could potentially increase the opportunity for career advancement.
Washington State is the leading producer of apples in the U.S.A with about 2/3 of total apple production
and according to the Washington State Apple Commission, the Yakima Valley “…is the largest apple
producing region in Washington.”ix Many of the largest apple growers in Yakima County are transitioning
to the latest high-tech networked solutions to their packaging operations, which require a more educated
and highly skill workforce.
Labor Market Datax
Yakima Valley Community College examined current and projected employer demand through analysis
of employment and occupation data at the local, regional, and state levels, advisory committee input, an
employer survey, and queries to professional organizations within the business community.
According to data compiled by the Washington State Department of Employment Security, occupational
demand data for YVCC’s educational service district shows an increasing demand for new entrants to the
job market to possess a bachelor’s degree for a variety of occupations.
Local Level – YVCC’s Educational Service District (ESD)
Yakima Valley Community College
Page 8
Table I illustrates Washington State Department of Employment Security projections for occupations with
the following characteristics:




Currently in demand and have projected growth up to the year 2020
Require a bachelor’s degree
Located within Yakima Valley Community College Educational Service District (Kittitas,
Klickitat, and Yakima Counties)
A bachelor’s of applied science graduate could potentially work in these occupations
TABLE I: Estimated YVCC’s ESD Job Openings
Est.
Emp.
2015
Est.
Emp.
2020
Avg. Annual
Growth
Rate
2010-2015
Avg. Annual
Growth
Rate
2015-2020
113021 Computer and
Information Systems
Managers
87
93
3.0%
1.3%
151121 Computer Systems
Analysts
126
139
4.1%
2.0%
151131 Computer Programmers
75
79
2.3%
1.0%
151141 Database Administrators
28
30
1.5%
1.4%
151142 Network and Computer
Architects and
Administrators
264
178
1.3%
1.0%
580
519
SOC#
Occupation Title
Total
At the local level, the projections cited above suggest a decrease in demand for these type of positions.
However as shown in the Tables that follow, businesses continue to place wanted help ads for various
IT/IS positions both at the local level and at the regional level.
Furthermore, companies in YVCC’s service area that were consulted via focus groups or individual
interviews state that they find it difficult to fill these highly technical positions, largely because applicants
lack sufficient technical skills, or the soft skills that are required in managerial roles. The applied
baccalaureate degree addresses the demand for this unique combination of skills.
Table II lists 57 Employment Security job postings for selected high demand positions for the month of
October 2014.xi
Yakima Valley Community College
Page 9
TABLE II: Job Postings - YVCC’s ESD
SOC#
113021
Occupation Title
Computer User
Support Specialist
Computer
151199 Occupations-All
Other
151151
Computer User
Support Specialist
County
All Job
Postings
New Job
Postings
Total Job
Postings
Kittitas
12
2
14
Klickitat
3
2
5
Yakima
25
13
38
40
17
57
Total
Regional Level Employment Security Projections– Central, Benton-Franklin, and Eastern
Washington (Includes YVCC’s ESD) - For the specific occupations selected in Table I, the total
average annual openings in Table III illustrates a significant increase at the regional level.
TABLE III: Regional Estimated Job Openings
(Includes YVCC’s ESD)
SOC#
Occupation Title
Avg. Annual
Growth
Rate
Avg. Annual
Growth
Rate
2010-2015
2015-2020
425
8.0%
6.2%
772
871
10.6%
8.4%
151131 Computer Programmers
178
187
8.2%
3.9%
151141 Database Administrators
125
134
6.9%
4.6%
151142 Network and Computer Architects and
Administrators
732
794
6.7%
6.7%
2,197
2,411
Est.
Emp.
Est.
Emp.
2015
2020
113021 Computer and Information Systems
Managers
390
151121 Computer Systems Analysts
Total
Yakima Valley Community College
Page 10
Table IV lists 202 Employment Security job postings for selected high demand positions for the single
month of October 2014 at the regional level.
TABLE IV: Job Postings – Regional Level
SOC#
Occupation Title
County
All Job
Postings
New Job
Postings
Total Job
Postings
113021
Computer User
Support Specialist
Kittitas
12
2
14
151199
Computer
Occupations-All Other
Klickitat
3
2
5
151151
Computer User
Support Specialist
Yakima
25
13
38
151199
Computer
Occupations-All Other
Benton
30
17
47
151151
Computer User
Support Specialist
Benton
28
15
43
151151
Computer User
Support Specialist
Grant
14
9
23
Asotin
6
6
12
151142
Network and
Computer Systems
Administrators
151151
Computer User
Support Specialist
Columbia
1
0
1
151151
Computer User
Support Specialist
Walla
Walla
14
5
19
133
69
202
Total
Center of Excellence January 9, 2014 Reportxii
In January 9, 2014, the Center of Excellence for Aerospace and Advanced Manufacturing Technology
issued a report written by Kathleen Lefcourt titled Labor Market Data: Information Technology – YVCC.
Ms. Lefcourt researched three specific technology job classifications:
 SOC# 151142 Network and Computer Systems Administrator
Yakima Valley Community College
Page 11


SOC# 151151 Computer User Support Specialist
SOC# 151152 Computer Network Support Specialist
Her findings reported that 48% of the total Network and Computer Systems Administrator job postings
required a bachelor’s degree. Furthermore, the six employers who reported the highest job postings for
this occupation are located in Yakima County.
The wages for Network and Computer Systems Administrator ranged from $24.12/hr. to $52.51/hr.
The January 2014 Center of Excellence for Aerospace and Advanced Manufacturing Technology report
listed Yakima Valley Farm Workers Clinic (YVFWC) as one of employers in YVCC’s ESD with highest
number of job posting for IT support specialist.
As recent as 12/11/14 YVFWC has 11 open positions posted on their own website for their Information
System (IS) department. All of these job openings required as minimum level of education a bachelor’s
degree. A graduate with a BASIT degree from YVCC would be able to apply for any of these positions.
Also, when performing a job search for IT/IS positions for Yakima using indeed.com, these positions are
part of the results.xiii
Table V lists open positions for YVFWC on 12/11/14 requiring a bachelor’s degree.
TABLE V
Yakima Valley Farm Workers Clinic
Open IS Positions
City
State
Employment
Duration
Employee
Type
IS Office
Toppenish
WA
Full Time
Regular
EPIC Data Courier
& Environments
Coordinator
IS Office
Toppenish
WA
Full Time
Regular
EPIC Data Base
Administrator
IS Office
Toppenish
WA
Full Time
Regular
EPIC Technical
Supervisor
IS Office
Toppenish
WA
Full Time
Regular
Help Desk Specialist
IS Office
Toppenish
WA
Full Time
Regular
Help Desk Specialist
IS Office
Toppenish
WA
Full Time
Regular
Title
Location
EPIC Coordinator
Yakima Valley Community College
Page 12
IS Operations
Manager
IS Office
Toppenish
WA
Full Time
Regular
Network Analyst
IS Office
Toppenish
WA
Full Time
Regular
Sr. Network
Engineer
IS Office
Toppenish
WA
Full Time
Regular
Systems Analyst II
IS Office
Toppenish
WA
Full Time
Regular
Systems Technician
IS Office
Toppenish
WA
Full Time
Regular
Community Demand
The college surveyed via email more than 130 organizations on the East side of the State asking about the
viability of a technically focused BAS degree. Of those who responded to the survey, 50% indicated that
they had experienced difficulties in recruiting IT and network support personnel because most candidates
lack the education requirements. Several of them, in their comments, also identified a lack of hands on
experience or practical skills as a weakness in applicants they had seen. This program, focused on
technical skills, would help to address this employer concern.
When asked if an applicant with this type of degree would make a strong candidate for employment, the
majority of respondents indicated that they would.
Would applicants who have a highly focused, technically based Bachelor
of Applied Science degree make strong candidates for your IT
department?
No
19%
Yes
81%
The results to our survey indicate a high level of interest for a BAS in Information Technology - System
Administration degree from YVCC.
More recently on Monday, December 8, 2014, YVCC conducted another IT/IS Focus Group. This Focus
Group was composed of industry representatives from:
-
West Valley School District - Yakima
Allan Brothers Fruit
Pacific Northwest University of Health Sciences – Yakima campus
Memorial Hospital
Yakima Valley Community College
Page 13
-
Farm Workers Clinic
The panel was asked, “Is a Bachelor’s degree necessary or is an Associate’s degree sufficient?”
They responded unanimously that their respective organizations are making a bachelor’s degree necessary
for most if not all of their IT/IS positions. All the participants in the focus group agreed that they would
always consider first an applicant with a bachelor’s degree over somebody with an associate’s degree.
According to the Washington State Apple Commission, there are 46 fruit packaging companies in the
State. YVCC’s ESD is home to 29 or 63% of those packaging companies and 28 of these companies are
located in Yakima County. Many of these companies are investing in modernizing their packaging
operations with high-tech, computerized/networked equipment which will have to be maintained and
serviced by qualified people in the next five years.
Criteria 4 - Strong foundation built on existing IT programs
Through its Workforce Education Division, Yakima Valley Community College offers degrees and
certificates that would provide a foundation for the proposed BAS in Information Technology - System
Administration.
YVCC currently offers the following Associate of Applied Science degrees:



IT General Degree
Network Administrator
Support Specialist
YVCC’s IT Department also offers the following certificates:
 Cisco Internetworking
 Access
 Excel
 Office Suite
 Managing & Maintaining the PC
 IT Computer User
 IT General
Table VI below illustrates IT Department’s program enrollment for the last five years. Enrollment for the
last five years has remained steady at an average of 359 students per year. The Network Administration
program over the last five years accounts for 36% of the total enrollment.
TABLE VI: YVCC’s AAS-IT Degree Programs Enrollment
2009-10
2010-11
2011-12
2012-13
2013-14
5 Yr. Total
AAS-IT Degrees:
IT General Degree
86
104
112
133
113
637
Network Administrator
161
147
119
92
114
768
Yakima Valley Community College
Page 14
Support Specialist
123
126
134
107
122
720
Total AAS-IT
370
377
365
332
349
2125
As illustrated in Table VI above, enrollment in the AAS-IT degree programs at YVCC has remained
consistent for the last five years, and is expected to increase as high school students and working adults
learn about the opportunity of a new and locally accessible pathway to a bachelor’s degree in IT.
Many current and former students have expressed strong support for the proposed BASIT program.
As demonstrated in Criterion 5 below, when students were presented with the option to pursue a YVCC
bachelor’s degree in IT – System Administration, 75% showed a very strong interest.
As illustrated in Table VII below, for the last five years 40% of all AAS-IT degrees awarded have been in
the field of Network Administrator. The proposed Bachelor of Applied Science in IT with emphasis on
System Administrator is a natural and viable pathway for these graduates. Upon completion of some
additional technical coursework, graduates with general and/or support specialist concentrations will also
find a viable pathway in the proposed new degree program.
Over the last five years YVCC’s IT Department has awarded 141 associate of applied science degrees and
20 certificates (Table VII).
TABLE VII: YVCC’s IT Department Degrees and Certificates Awarded
2009-10
2010-11
2011-12
2012-13
2013-14
5 Yr.
Total
AAS-IT Degrees:
IT General Degree
8
10
2
5
15
40
Network Administrator
13
11
12
9
11
56
Support Specialist
6
8
12
9
10
45
Total AAS-IT
27
29
26
23
36
141
2010-11
2011-12
2012-13
2013-14
5 Yr.
Total
IT Certificates
2009-10
General
2
1
1
3
0
7
Office Suite
2
2
3
1
1
9
Yakima Valley Community College
Page 15
Computer User
0
0
1
1
2
4
Total IT Certificates
4
3
5
5
3
20
Both YVCC’s associate degrees and certificates give current and prospective students the foundation in
knowledge and experience that would make them excellent candidates for YVCC’s BASIT program.
Importantly, these degrees and certificates prepare students with the technical skills that employers find
lacking in many applicants for their current and projected IT/SA positions. At the same time, the
proposed BAS degree will provide these current AAS-IT students with the general education breadth and
depth that the AAS degrees lack. It is this unique balance of skills and abilities that distinguishes this
proposed degree from two-year and four-year degrees currently offered and locally accessible.
Criteria 5 - Student demand
For the purpose of this Statement of Need, YVCC chose to survey only students enrolled in an IT
program. Seventy two students responded to the survey, representing approximately 20% of the annual
enrollment in all YVCC AAS-IT degree and certificate programs.
To the question: “Would you be interested in pursuing a BAS in System Administration?” Of the
students who responded to our survey, 75% indicated that they would be interested in pursuing the
proposed degree.
Would you be interested in pursuing a BAS in System
Administration?
Maybe
24%
No
1%
Yes
75%
YVCC asked these students about their reasons for their interest in pursuing a BAS in System
Administration from YVCC.
The top five responses in order of priority were:
 Would like to stay local
 Lower costs
 Degree content
 Small class size
 Quality of education
Yakima Valley Community College
Page 16
Reasons to Pursue BAS in IT at YVCC
13%
28%
Lower Costs
Like to stay local
12%
Degree content
Quality of education
18%
Small class size
29%
The results demonstrate high level of interest and show the desire students have to further their education
without having to move and or having to endure long commutes. Furthermore, students listed both cost
and location as two of the deciding factors in their decision to enroll. By having this program
implemented in our college, we will be addressing these two main factors.
The overall cost of obtaining a bachelor’s degree would be much less than current options available and
would include a greater likelihood of these students staying and contributing to the economic growth of
our local communities after graduation. The enrollment projection for year one would be conservatively
estimated at 12 students with 20 students estimated to enroll thereafter.
Criteria 6 - Maximizing state resources
YVCC’s proposed bachelor of applied science in Information Technology - System Administration will
provide students and place-bound working adults with the opportunity to earn a bachelor of applied
science degree at an affordable cost and most importantly right here in their own community.
The degree is being designed primarily for place-bound working adults and students who for other
reasons (work, family responsibilities, financial constraints, etc.) might not be able to relocate to further
their education. Classes will be offered primarily on campus with some courses being offered hybrid to
take advantage of current resources not being utilized at full capacity and for those students that need this
flexibility. The goal is to allow as many as possible place-bound working adults and students to take
advantage of the program and still fulfill their current work, family, and other responsibilities.
The curriculum will offer courses that will prepare the students to leverage specific IT certifications and
degrees and to pursue graduate degrees. The curriculum will prepare students to grow or advance in their
current position and/or to compete for management positions. Importantly, this degree will respond to
state-wide strategic plans by producing more baccalaureate degrees, contributing to the educational level
of the communities YVCC currently serves.
Central Washington University (CWU) and Heritage University, both located within YVCC’s ESD, offer
IT programs at the bachelor’s degree level. CWU is located approximately 30 miles from the city of
Yakima, separated by a mountain pass.
Yakima Valley Community College
Page 17
Vice President for Instruction and Student Services Tomas Ybarra contacted CWU Associate Provost
Tracy Pellett concerning this degree proposal, providing an outline of the proposed curriculum. Heritage
University Provost Curt Gauglianone was contacted as well, and provided with the curriculum plan. Each
of these individuals agreed to review YVCC’s proposed degree with their respective program directors,
and to respond with concerns about duplication.
CWU currently offers a Bachelor of Applied Science in Information Technology and Administrative
Management (BAS ITAM). Students have the option of choosing between two specializations:
Administrative Management or Information Technology. Of these two specializations, that which most
closely resembles YVCC’s proposed BASIT program is that of Information Technology.
However, CWU only offers the BAS ITAM with an IT specialization at their Ellensburg campus and
classes are offered during normal working hours. As their website states, “The Information Technology
Specialization is offered in Lynwood, Everett, Des Moines, and as a traditional model in Ellensburg. The
IT specialization is NOT offered yet as an online only program…”xiv The “traditional model” means
classes are offered face-to-face on campus and during the day. This schedule makes it impossible for
those place-bound working adults to pursue CWU’s degree.
CWU’s BAS ITAM program focuses primarily on general education in Information Technology. As the
table below shows, the curriculum for the IT specialization covers only broad areas in IT with only 17
credits of course work, 1 credit for Internship Planning, and 7-10 credits for Cooperative Education
(Summer Only).xv
YVCC’s BASIT degree is specifically designed to prepare students as System Administrators and
requires completion of a minimum of 43 credits in system administration technical course work plus at
least 10-15 credits of additional 300/400 level courses. These additional 10-15 credits will complement
the technical concentration of the degree by exposing students to the pervasiveness of technology in the
business environment and its impact on the decision making process.
Heritage University is a private institution and therefore less affordable. Heritage University’s Computer
Science program offers two Associate of Arts degrees, one Bachelor of Arts and one Bachelor of Science
in computer science, plus four Certificate programs. However, most classes are during regular working
hours.
YVCC’s proposed BAS in IT Systems Administration offers greater concentration in Systems
Administration, with a strong general education component. YVCC’s proposed program is more
Yakima Valley Community College
Page 18
affordable and will better maximize state resources, while accommodating the needs of place bound and
working adults. Employer provided tuition reimbursement programs will be more efficiently invested.
Conclusion
In a recent article, Randy Luvaas of the Yakima Valley Business Times wrote, “A common complaint
among businesses is that the area doesn’t offer enough skilled workers or those with the education and
training to handle complicated jobs”xvi
YVCC’s educational service area continues to experience a “drain” of talent when it comes to people with
a bachelor’s degree. Studies in other parts of the country where baccalaureate degrees have been awarded
through community colleges have shown that people who earned a baccalaureate degree through a
community college have a much higher tendency to remain in their community and contribute to its
educational and economic growth. Great Basin College in the State of Nevada illustrates succinctly the
long-term benefits when community colleges offer baccalaureate degrees. In Alternative Pathways to the
Baccalaureate, John Patrick Rice writes:
Because many prospective GBC student are place-bound (perhaps committed to their families and
their family enterprises), the option of enrolling at a distant school simply may not exist. Now,
with professional preparation at the bachelor’s degree level available in every community in rural
Nevada, professionals can be “homegrown” to meet the needs of business and industry.
Graduates already residing and having a stake in their communities are now prepared to accept
the professional responsibilities required to meet the business and industry needs of the service
area. For students and the communities where they live, Great Basin College is not just a center
for learning, but is also an instrument for enhancing the value of living in rural Nevada. (pp. 39,
40)xvii
This proposed degree would be YVCC’s second, and it would be the first one of its kind east of the
Cascades. As demonstrated by the results of both the student and the employee surveys, there is a strong
demand and interest in our service area for a BAS in Information Technology - System Administration.
The availability of this proposed degree at YVCC will increase access to baccalaureate degrees in
YVCC’s service district. Working adults will have a real opportunity to seek a bachelor’s degree at their
local community college. Employers will have access to a more educated workforce and the community
in general will benefit.
A student from Florida put it this way:
We do not have fraternities and sororities, we have families. We don’t have dorms, we have
mortgages. Extracurricular activities? We call those jobs. We are rooted in the community, unable
to transfer to another college. (ibid. p. 50)xviii
This proposed degree responds to demand from employers and students alike. The degree does not
duplicate bachelor’s degrees offered by area baccalaureate institutions, but it does increase access to a
bachelor’s degree for individuals in the IT field with an interest in systems administration.
Yakima Valley Community College
Page 19
i
U.S Department of Commerce United States Census Bureau.
http://quickfacts.census.gov/qfd/states/53/53001.html
ii
Remington, N., & Remington, R. (2013) Alternative pathways to the baccalaureate: Do community colleges offer a
viable solution to the nation’s knowledge deficit? Sterlinng, VA (p.7)
iii
Mission Study Washington State Board for Community and Technical Colleges (SBCTC), May 2010, pg. 3.
http://sbctc.edu/docs/sbctc_mission_study-interactive-web.pdf
iv
Strategic Master Plan Update 2012. Washington Higher Education Coordinating Board (HECB), pg. 1.
http://www.wsac.wa.gov/sites/default/files/HECBMTG-1-12-SMP-Update.pdf
v
Critical Crossroads: A Call for Action. The 2012 Strategic Action Plan for Educational Achievement. December
2012. Washington Student Achievement Council, pg. 4.
http://www.wsac.wa.gov/sites/default/files/Crossroads-Revised3-26-13.pdf
vi
Municipal Research and Services Center of Washington (MRSC)
http://www.mrsc.org/cityprofiles/citylist.aspx
vii
Data came directly from Benton, Franklin, Asotin, Columbia, Garfield, and Walla Walla Counties Regional Labor
Economist with Employment Security Department-LMEA-WorkSource Columbia Basin.
www.esd.wa.gov/employmentdata
viii
NEW VISION Yakima County Development Association.
http://www.ycda.com/target-industries/
ix
Washington State Apple Commission. http://www.bestapples.com/growers/regions/growers_yakima.aspx
x
Washington Employment Security Department, Labor Market and Economic Analysis Branch.
https://fortress.wa.gov/esd/employmentdata/reports-publications/economic-reports/washington-employmentestimates
xi
ibid. Employer Demand Reports for October 2014 – Top 25 Occupations
xii
Lefcourt, Kathleen (2014) Labor market data: Information technology – YVCC. Center of Excellence for Aerospace
and Advanced Materials Manufacturing, pp. 2, 3, 5, 8
xiii
www.indeed.com; http://www.yvfwc.com/employment-opportunities/
xiv
http://www.cwu.edu/it-management/programs
xv
http://www.cwu.edu/it-management/bachelor-applied-science-curriculum
xvi
Luvaas, R. (2014, July 25). Officials report progress in area’s STEM education. Yakima Valley Business Times, p. 6
xvii
Remington, N., & Remington, R. (2013) Alternative pathways to the baccalaureate: Do community colleges offer
a viable solution to the nation’s knowledge deficit? Sterlinng, VA.
xviii
Ibid.
Yakima Valley Community College
Page 20
Regular Item (Resolution 15-02-04)
Feb. 5, 2015
Tab 4a
Final consideration of Bellevue College’s Bachelor of Applied
Science in Applied Accounting
Brief description
In Sept. 2014, the State Board for Community and Technical Colleges adopted a revised approval
process, selection criteria and application materials for community and technical colleges seeking to
offer an applied baccalaureate program.
Bellevue College completed an initial step in the approval process when college administrators met with
State Board members on June 18, 2014, to discuss how the proposed Bachelor of Applied Science
Degree in Applied Accounting aligns with the college’s strategic goals and meets regional/statewide
needs.
The final step in the approval process requires State Board action on the college’s application to offer
the proposed applied baccalaureate degree.
How does this link to the System Design, Mission Study and Policy Focus
In the System Direction report, the State Board for Community and Technical Colleges states its vision
as building strong communities, individuals and families while achieving greater global competitiveness
and prosperity for Washington state and its economy by raising the knowledge and skills of its state
residents.
Colleges that provide applied baccalaureate programs are focused within three core areas in developing
their Statement of Needs: Economic Demand, Student Success and Innovation. Colleges meet the
needs of changing economies by increasing the number of skilled employees in the areas of greatest
unmet need. Through this, colleges create greater access to higher education by enrolling underserved
populations, and ensure community and technical colleges are affordable and accessible for students.
Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas
in demand by employers and students.
Background information and analysis
Bellevue College proposes a Bachelor of Applied Science Degree in Applied Accounting. The degree
will prepare graduates who have a strong understanding of operational and financial accounting and can
work in a wide range of accounting capacities in private, government and non-profit organizations.
Hiring trends show a growing need for accounting professionals with a baccalaureate degree who
possess applied skills in accounting and finance and who are proficient in the technological tools that
support analysis and reporting of clients’ financial data. The job requirements have evolved to the point
where the majority of job openings require a baccalaureate degree, therefore limiting career
opportunities for graduates from two-year accounting-related programs. The degree will be appropriate
for Bellevue College graduates of two-year technical degrees in accounting; transfer students from
Washington community and technical colleges who have accounting-related technical associate degrees;
transfer students from other institutions of higher learning; and incumbent workers needing to add
advanced skills. Many courses will be offered in hybrid format and some will be available online,
Tab 4a
adding flexibility and improved access for students, particularly working adults. Bellevue’s program
proposal demonstrates a commitment to baccalaureate level rigor, a comprehensive student services
plan, appropriate staff and administration, and a sustainable fiscal model. External expert reviewers
included Dr. George Sanders, professor and chair of the accounting program at Western Washington
University, and Dr. Tim Rupert, professor and group coordinator at Northeastern University, Boston.
Bellevue College currently has seven approved applied baccalaureate degree programs.
Potential questions
•
Does Bellevue College’s Bachelor of Applied Science Degree in Applied Accounting meet criteria
established by the State Board for Community and Technical Colleges?
Recommendation/preferred result
The proposal meets criteria established by statute and board policy based on staff review and feedback
from peer reviewers from the community and technical college system. Staff recommends State Board
action on Resolution 15-02-04, approving Bellevue College’s application for a Bachelor of Applied
Science in Applied Accounting degree program.
Policy Manual change Yes ☐ No ☒
Prepared by: Joyce Hammer, director, Transfer Education
360-704-4338, jhammer@sbctc.edu
2
State of Washington
State Board for Community and Technical Colleges
Resolution 15-02-04
A resolution to approve Bellevue College’s application to offer a Bachelor of Applied Science in
Applied Accounting upon recommendation of the State Board for Community and Technical Colleges
staff.
WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State
Legislature, authorizes the State Board for Community and Technical Colleges to approve all
applied bachelor’s degree programs offered by community and technical colleges; and
WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board
developed objective criteria for the approval of community and technical college applied bachelor’s
degrees; and
WHEREAS, the State Board for Community and Technical Colleges staff found that Bellevue
College’s application provided evidence that met or exceeded all objective selection criteria and will
expand bachelor degree capacity in the state;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
approves the recommendation to authorize Bellevue College’s Bachelor of Applied Science Degree in
Applied Accounting.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the executive director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on Feb. 5, 2015.
ATTEST:
_______________________________
Marty Brown, secretary
__________________________________
Elizabeth Willis, chair
Regular Item (Resolution 15-02-05)
Feb. 5, 2015
Tab 4b
Final consideration of Olympic College’s Bachelor of Applied
Science in Organizational Leadership and Technical
Management
Brief description
In Sept. 2014, the State Board for Community and Technical Colleges adopted a revised approval
process, selection criteria and application materials for community and technical colleges seeking to
offer an applied baccalaureate program.
Olympic College completed an initial step in the approval process when college administrators met with
State Board members on Oct. 29, 2014, to discuss how the proposed Bachelor of Applied Science
Degree in Organizational Leadership and Technical Management aligns with the college’s strategic
goals and meets regional/statewide needs.
The final step in the approval process requires State Board action on the college’s application to offer
the proposed applied baccalaureate degree.
How does this link to the System Design, Mission Study and Policy Focus
In the System Direction report, the State Board for Community and Technical Colleges states its vision
as building strong communities, individuals and families while achieving greater global competitiveness
and prosperity for Washington state and its economy by raising the knowledge and skills of its state
residents.
Colleges that provide applied baccalaureate programs are focused within three core areas in developing
their Statement of Needs: Economic Demand, Student Success and Innovation. Colleges meet the
needs of changing economies by increasing the number of skilled employees in the areas of greatest
unmet need. Through this, colleges create greater access to higher education by enrolling underserved
populations and ensure community and technical colleges are affordable and accessible for students.
Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas
in demand by employers and students.
Background information and analysis
Olympic College proposes a Bachelor of Applied Science Degree in Organizational Leadership and
Technical Management with an anticipated start of fall quarter 2015. The program builds upon Olympic
College’s current Associate in Applied Science-Transfer degree in Organizational Leadership and
Resource Management but is designed to enroll students with a range of professional-technical associate
degrees, work experiences, and professional goals. The degree will fill proven local and regional
industry demand for management professionals, particularly in technical arenas such as defense, marine,
aerospace, advanced manufacturing, healthcare and technology. The primary audience for this degree
will be technically proficient place-bound students and workers who lack the bachelor’s degree and
leadership/management skills necessary to successfully fill or compete for management roles beyond
first-line supervisor. In this program students will complete coursework in subjects such as leadership
theory, supervisory communications, project management, occupational safety, conflict resolution,
Tab 4b
change management and business ethics. Olympic College’s relationship with Puget Sound Naval
Shipyard and the Intermediate Maintenance Facility will play a significant role in employing graduates.
In addition to designing a program with qualified faculty and staff, appropriate coursework, adequate
student services support and a sustainable fiscal plan, pathway options for students beyond the
baccalaureate degree level have been incorporated into the proposal and include master’s degree options
with university partners within the Kitsap County region. Olympic College is currently offering two
applied baccalaureate degree programs.
Potential questions
•
Does Olympic College’s Bachelor of Applied Science Degree in Organizational Leadership and
Technical Management meet criteria established by the State Board for Community and Technical
Colleges?
Recommendation/preferred result
The proposal meets criteria established by statute and board policy based on staff review and feedback
from peer reviewers from the community and technical college system. Staff recommends State Board
action on Resolution 15-02-05, approving Olympic College’s application for a Bachelor of Applied
Science in Organizational Leadership and Technical Management degree program.
Policy Manual change Yes ☐ No ☒
Prepared by: Joyce Hammer, director, Transfer Education
360-704-4338, jhammer@sbctc.edu
2
State of Washington
State Board for Community and Technical Colleges
Resolution 15-02-05
A resolution to approve Olympic College’s application to offer a Bachelor of Applied Science in
Organizational Leadership and Technical Management upon recommendation of the State Board for
Community and Technical Colleges staff.
WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State
Legislature, authorizes the State Board for Community and Technical Colleges to approve all
applied bachelor’s degree programs offered by community and technical colleges; and
WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board
developed objective criteria for the approval of community and technical college applied bachelor’s
degrees; and
WHEREAS, the State Board for Community and Technical Colleges staff found that Olympic
College’s application provided evidence that met or exceeded all objective selection criteria and will
expand bachelor degree capacity in the state;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
approves the recommendation to authorize Olympic College’s Bachelor of Applied Science Degree in
Organizational Leadership and Technical Management.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the executive director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on Feb. 5, 2015.
ATTEST:
_______________________________
Marty Brown, secretary
__________________________________
Elizabeth Willis, chair
Regular Item (Resolution 15-02-06)
Feb. 5, 2015
Tab 4c
Final consideration of Pierce College’s Bachelor of Applied
Science in Dental Hygiene
Brief description
In Sept. 2014, the State Board for Community and Technical Colleges adopted a revised approval
process, selection criteria and application materials for community and technical colleges seeking to
offer an applied baccalaureate program.
Pierce College completed an initial step in the approval process when college administrators met with
State Board members on Oct. 29, 2014, to discuss how the proposed Bachelor of Applied Science
Degree in Dental Hygiene aligns with the college’s strategic goals and meets regional/statewide needs.
The final step in the approval process requires State Board action on the college’s application to offer
the proposed applied baccalaureate degree.
How does this link to the System Design, Mission Study and Policy Focus
In the System Direction report, the State Board for Community and Technical Colleges states its vision
as building strong communities, individuals and families while achieving greater global competitiveness
and prosperity for Washington state and its economy by raising the knowledge and skills of its state
residents.
Colleges that provide applied baccalaureate programs are focused within three core areas in developing
their Statement of Needs: Economic Demand, Student Success and Innovation. Colleges meet the
needs of changing economies by increasing the number of skilled employees in the areas of greatest
unmet need. Through this, colleges create greater access to higher education by enrolling underserved
populations, and ensure community and technical colleges are affordable and accessible for students.
Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas
in demand by employers and students.
Background information and analysis
Pierce College proposes a Bachelor of Applied Science Degree in Dental Hygiene and is prepared to
enroll students to this program beginning summer quarter 2016. Currently, students graduate with an
Associate in Dental Hygiene after four or more years of study, or a minimum of 189.5 credits. Through
curriculum realignment, graduates of the Bachelor of Applied Science in Dental Hygiene program will
continue to complete a total of approximately 190 credits, but earn a bachelor’s degree instead of the
current Associate Degree in Dental Hygiene. The proposed applied baccalaureate degree will follow the
standards set forth by the Commission on Dental Accreditation and the Washington State Dental
Hygiene Practice Act and will maintain the necessary baccalaureate level course rigor. Registered dental
hygienists with a Bachelor of Applied Science degree can work in other settings that include higher
education (didactic and clinical education), research, public health, dental product sales, management
and training, and hospital and nursing home consultation. In addition to external curriculum reviewers,
Pierce College Fort Steilacoom participated in a formal peer review process on Jan. 14, 2015, in which
vice presidents of student services, business administration and instruction from the community and
Tab 4c
technical college system determined that the program contained the necessary academic rigor,
appropriate student services, adequate resources, qualified faculty/staff and fiscal sustainability in order
to be considered for approval by the State Board.
Potential questions
•
Does Pierce College’s Bachelor of Applied Science Degree in Dental Hygiene meet criteria
established by the State Board for Community and Technical Colleges?
Recommendation/preferred result
The proposal meets criteria established by statute and board policy based on staff review and feedback
from peer reviewers from the community and technical college system. Staff recommends State Board
action on Resolution 15-02-06, approving Pierce College’s application for a Bachelor of Applied
Science in Dental Hygiene degree program.
Policy Manual change Yes ☐ No ☒
Prepared by: Joyce Hammer, director, Transfer Education
360-704-4338, jhammer@sbctc.edu
2
State of Washington
State Board for Community and Technical Colleges
Resolution 15-02-06
A resolution to approve Pierce College’s application to offer a Bachelor of Applied Science in Dental
Hygiene upon recommendation of the State Board for Community and Technical Colleges staff.
WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State
Legislature, authorizes the State Board for Community and Technical Colleges to approve all
Applied Bachelor’s degree programs offered by community and technical colleges; and
WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board
developed objective criteria for the approval of community and technical college applied bachelor’s
degrees; and
WHEREAS, the State Board for Community and Technical Colleges staff found that Pierce College’s
application provided evidence that met or exceeded all objective selection criteria and will expand
bachelor degree capacity in the state;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
approves the recommendation to authorize Pierce College’s Bachelor of Applied Science Degree in
Dental Hygiene.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the executive director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on Feb. 5, 2015.
ATTEST:
_______________________________
Marty Brown, secretary
__________________________________
Elizabeth Willis, chair
Regular Item (Resolution 15-02-07)
Feb. 5, 2015
Tab 4d
Final consideration of Spokane Falls Community College’s
Bachelor of Applied Science in Information Systems and
Technology
Brief description
In Sept. 2014, the State Board for Community and Technical Colleges adopted a revised approval
process, selection criteria and application materials for community and technical colleges seeking to
offer an applied baccalaureate program.
Spokane Falls Community College completed an initial step in the approval process when college
administrators met with State Board members on Oct. 29, 2014, to discuss how the proposed Bachelor
of Applied Science Degree in Information Systems and Technology aligns with the college’s strategic
goals and meets regional/statewide needs.
The final step in the approval process requires State Board action on the college’s application to offer
the proposed applied baccalaureate degree.
How does this link to the System Design, Mission Study and Policy Focus
In the System Direction report, the State Board for Community and Technical Colleges states its vision
as building strong communities, individuals and families while achieving greater global competitiveness
and prosperity for Washington state and its economy by raising the knowledge and skills of its state
residents.
Colleges that provide applied baccalaureate programs are focused within three core areas in developing
their Statement of Needs: Economic Demand, Student Success and Innovation. Colleges meet the
needs of changing economies by increasing the number of skilled employees in the areas of greatest
unmet need. Through this, colleges create greater access to higher education by enrolling underserved
populations and ensure community and technical colleges are affordable and accessible for students.
Applied baccalaureate degrees expand the pipeline from associate to bachelor’s degrees in critical areas
in demand by employers and students.
Background information and analysis
Spokane Falls Community College proposes a Bachelor of Applied Science Degree in Information
Systems and Technology. This degree will be based on the existing Associate of Applied Science in
Information Technology degree which focuses on several areas of information technology: computer
and network installation and maintenance skills; business computing skills, including daily systems
operations and applications programs; security and forensics skills; and various internet and network
skills. Graduates of the Bachelor of Applied Science Degree in Information Systems and Technology
will have a broad base of theoretical and technical knowledge, as well as specialized knowledge in areas
such as systems administration, security, database administration, virtualization and storage. Spokane
Falls participated in a formal peer review process on Jan. 8, 2014, during which vice presidents of
student services, business administration and instruction from the community and technical college
system determined that the program contained the necessary academic rigor, appropriate student
Tab 4d
services, adequate resources, qualified faculty/staff and fiscal sustainability in order to be considered for
approval by the State Board. External curriculum reviewers included Terence Geyer, program director
for the Applied Technology Program at Eastern Washington University and Mathieu Tallegas, program
director in Technology Realization at AT&T, both of whom expressed support for the program design.
Potential questions
•
Does Spokane Falls Community College’s Bachelor of Applied Science Degree in Information
Systems and Technology meet criteria established by the State Board for Community and Technical
Colleges?
Recommendation/preferred result
The proposal meets criteria established by statute and board policy based on staff review and feedback
from peer reviewers from the community and technical college system. Staff recommends State Board
action on Resolution 15-02-07, approving Spokane Falls Community College’s application for a
Bachelor of Applied Science in Information Systems and Technology degree program.
Policy Manual change Yes ☐ No ☒
Prepared by: Joyce Hammer, director, Transfer Education
360-704-4338, jhammer@sbctc.edu
2
State of Washington
State Board for Community and Technical Colleges
Resolution 15-02-07
A resolution to approve Spokane Falls Community College’s application to offer a Bachelor of Applied
Science in Information Systems and Technology upon recommendation of the State Board for
Community and Technical Colleges staff.
WHEREAS, Engrossed Second Substitute House Bill 2483, passed by the 2012 Washington State
Legislature, authorizes the State Board for Community and Technical Colleges to approve all
Applied Bachelor’s degree programs offered by community and technical colleges; and
WHEREAS, consistent with the Washington State Legislature’s requirement, the State Board
developed objective criteria for the approval of community and technical college applied bachelor’s
degrees; and
WHEREAS, the State Board for Community and Technical Colleges staff found that Spokane Falls
Community College’s application provided evidence that met or exceeded all objective selection criteria
and will expand bachelor degree capacity in the state;
THEREFORE BE IT RESOLVED that the State Board for Community and Technical Colleges
approves the recommendation to authorize Spokane Falls Community College’s Bachelor of Applied
Science Degree in Information Systems and Technology.
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the executive director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on Feb. 5, 2015.
ATTEST:
_______________________________
Marty Brown, secretary
__________________________________
Elizabeth Willis, chair
Regular Item (Resolution 15-02-08)
Feb. 5, 2015
Tab 5
2017-19 Capital Budget development
Brief description
At this meeting, the State Board will be asked to adopt selection criteria and instructions for the
development of the system’s 2017-19 biennial capital budget request. Selection criteria are used to
prioritize college requests relative to the system’s policy objectives and are reviewed and updated every
two years in response to new objectives, experience and external interests. The State Board will be asked
to adopt the list of colleges eligible to compete for a new major project to be added to the pipeline for
the State Board’s 2017-19 capital budget request. At this meeting, the Board will also be briefed on the
status of their 2015-17 request and the policy objects in the proposed criteria for new major projects in
2017-19.
How does this link to the System Direction, Mission Study and Policy Focus
There is a Mission Study goal to build a 21st century learning infrastructure. This includes having all
facilities in adequate, or better, condition. Additionally, we want to increase the use of online learning to
reduce the need for capital and maintenance of buildings. Finally, creating and maintaining high-quality
learning environments allows the colleges to meet the goals expressed in the State Board’s System
Direction: Meeting economic demand; increasing student success and educational attainment; and using
innovation to meet economic demands and increase student success.
Background information and analysis
2015-17 Budget request and strategies for managing the pipeline
Over the past several years, a new capital project added to the State Board’s budget request has stayed in
the pipeline until it was funded. Future major projects were added below it and each request was sized to
be obtainable within projected funding levels.
These strategies have allowed colleges to plan with more certainty, reduced funding gaps between
design and construction of a project, and provided a consistent message about system priorities to the
Legislature. Using these strategies, we estimate there will be capacity to add three new projects to the
pipeline in the system’s 2017-19 capital budget request.
The governor’s new law proposal would not fund construction of two projects that have already been
designed nor six of the ten new designs requested for 2015-17. If a budget is enacted for 2015-17 that
does not fund construction of the projects that have already been designed, it is likely there will be no
capacity for new projects in 2017-19 under our current strategies for managing the pipeline.
The Washington Association of Community and Technical Colleges (WACTC) has begun discussing
strategies that would be appropriate given various 2015-17 funding scenarios. Once the 2015-17 budget
is known, the State Board may want to consider changing how we manage the pipeline or reconsider
their decisions about the 2017-19 selection.
Tab 5
Policy objectives in the proposed major project selection criteria
The system’s capital budget request has historically been shaped by overarching policy set by the State
Board, with specific workforce and programmatic needs identified at the local level. During the
selection and prioritization process, colleges must justify the addition of new space using a combination
of forecasted local population changes and long-term need for the programs supported by the space.
The selection process for major capital projects was designed to balance several, often competing policy
objectives. Criteria are selected to be relevant to each type of proposal and to differentiate the proposals
based on the relative value of each objective. Due to the diverse needs addressed by the proposals, not
all policy objectives are applicable to every proposal.
The criteria proposed for 2017-19 have been grouped into eight policy objectives:
Objective – Student focused capital projects
All proposals are to be consistent with prior planning and are scored based on their ability to address
student need. Proposals with new area can maximize points by showing they have a need for more space
that cannot be met within existing facilities. Proposals renovating or replacing existing space get more
points if the space is for classrooms, laboratories, student services or libraries than if they are for faculty
offices or administrative space. Proposals with matching funds maximize points by improving program
access or serving another critical need on the campus.
Objective – Address facilities in the worst shape
Proposals to replace existing space maximize points if the building being replaced needs so much work
that is it more cost effective to replace than to renovate. Renovation proposals get more points the worse
shape the existing building is in – up to the point it would be more cost effective to replace it. Projects
with the greatest savings from avoided maintenance and repair costs of failing infrastructure, relative to
the funding needed to replace the infrastructure, get the most points.
Objective – Sustainable and environmentally-friendly designs
Proposals need to be both environmentally sustainable and sustainable from a budget or cost
perspective. To this end, all proposals are required to include many best practices to reduce greenhouse
gas emissions and to have costs that are reasonable for the type of need being served. The cost efficiency
of the added student capacity is also considered in proposals with new area.
Objective – Taking care of existing facilities
Proposals for renovation or replacement of existing space maximize points by addressing all of the
deficiencies in the existing facilities. Comprehensive campus planning is important in proposals with
new area. A proposal to add or replace infrastructure maximizes points if it can serve the college for at
least 30 years.
2
Tab 5
Objective – Repair/replace older facilities
Proposals to repair or replace facilities and infrastructure get more points as the age of the existing
facilities and infrastructure goes up.
Objective – Effective use of space
The scoring of all proposals includes consideration of how well existing campus space is being used.
The more a proposed renovation extends the useful life of a building, the more points it earns. Proposals
that increase the amount of square footage on a campus maximize points by demonstrating the new area
will serve more students and is clearly needed based on student demand.
Objective – Partnerships with K-12 and business
All proposals can earn more points by having partnerships with local businesses or K-12. Proposals with
matching funds are also evaluated based on the likelihood of raising the funds in a timely manner.
Recommendation to adopt 2017-19 major project scoring criteria
State Board staff worked with college presidents, business officers, student services, instruction and
facilities staff to improve the criteria used for the selection of major projects for the 2015-17 capital
request.
Over the last eight months, State Board members were updated on the efforts to improve the criteria and
their feedback was used to show better alignment between the criteria and their underlying policy
objectives. Continued legislative interest in reasonable project costs and our system’s growing need for
infrastructure were also considered in the proposed criteria.
The WACTC and State Board staff recommend adoption of the criteria as presented in Attachment A.
The competition for new major projects to be added to the pipeline for the 2015-17 request was limited
to the colleges that had more than one unfunded design in the pipeline and the colleges that were not in
the pipeline as of March 2010. This restriction left 19 colleges eligible to compete for what became ten
new major project designs in the 2015-17 request.
Due to the cost of preparing a proposal and the relatively few spots expected to be available for new
projects to be added to the pipeline for the 2017-19 request, WACTC recommends restricting the
competition again. The 10 colleges that have not had a major project funded since 2011-13 or are not
already in the pipeline for a future major project request would be eligible to submit a proposal for 201719. The eligible colleges are: Bellingham Technical College, Cascadia College, Lake Washington
Institute of Technology, Lower Columbia College, North Seattle College, Pierce College Puyallup,
Skagit Valley College, South Puget Sound Community College, Tacoma Community College and Walla
Walla Community College.
3
Tab 5
Once the criteria are adopted, there will be east- and west-side workshops on how to prepare the 201719 proposals for colleges and their consultants. Major project proposals will be due in December 2015
followed by minor projects around March 2016.
Potential questions
•
Is the recommended 2017-19 major project scoring criteria consistent with the State Board’s policy
objectives and goals?
•
Should the competition for 2017-19 new major projects be limited to the ten colleges as
recommended by the WACTC?
Recommendation/preferred result
The State Board will vote on the adoption of the major project selection criteria and the list of colleges
eligible to compete for a new major project to be added to the pipeline for the State Board’s 2017-19
capital budget request.
Policy Manual change Yes ☐ No ☒
Prepared by: Wayne Doty, capital budget director
360-704-4382, wdoty@sbctc.edu
4
Tab 5
State of Washington
State Board for Community and Technical Colleges
Resolution 15-02-08
A resolution relating to the development of the 2017-19 Capital Budget request.
WHEREAS, the State Board adopts policies to guide the development of college budget requests and
the allocation of resources; and
WHEREAS, capital projects that include appropriated funding and cost $5 million or more compete
against each other to receive limited state resources; and
WHEREAS, State Board staff have worked with the system’s stakeholders over the past eight months
to update the scoring criteria in response to policy objectives, market conditions and other administrative
and legislative requirements;
THEREFORE BE IT RESOLVED, that the State Board for Community and Technical Colleges adopt
the Project Development Guidelines for 2017-19 (Attachment A); and
BE IT FURTHER RESOLVED, that the following 10 colleges are eligible to submit a major project
proposal for the 2017-19 selection: Bellingham Technical College, Cascadia College, Lake Washington
Institute of Technology, Lower Columbia College, North Seattle College, Pierce College Puyallup,
Skagit Valley College, South Puget Sound Community College, Tacoma Community College and Walla
Walla Community College; and
BE IT FURTHER RESOLVED, that the State Board for Community and Technical Colleges
authorizes the executive director to make adjustments to this action, including any necessary changes to
the State Board’s Policy Manual, as necessary, for actions taken by the governor, Legislature, data
corrections, externally imposed restrictions or guidelines, uniform accounting and reporting
requirements, and unanticipated changes in state or federal law.
APPROVED AND ADOPTED on Feb. 5, 2015.
ATTEST:
_______________________________
Marty Brown, secretary
__________________________________
Elizabeth Willis, chair
WACTC Recommendation Adopted December 12, 2014
State Board for Community and Technical Colleges
2017-19 Project Development Guidelines
Project Request Report
TAB 5
Attachment A
When developing the Project Request Report (PRR), the following items should be addressed:
1. Executive Summary
• Problem statement/type of project request
• Proposed solution
• Programs addressed by project
• Probable cost summary and comparison to benchmark (reasonableness of cost)
• Project schedule
• Funding (state funds, local funds, COPs)
2. Scope and Project Description
• Short description of the project and its benefits
• Table showing a summary of program and related space
• Increased Type 1 and Type 2 Full Time Equivalent Students 1 accommodated by this
project
• Table of affected existing buildings with their Unique Facility Identifiers, dates built and
square footages
3. Prior Planning
• History of building and original funding source, if applicable
• How this project relates to:
o Facilities master plan
o Strategic plan
o Institutional goals
• How this project relates to the SBCTC System Direction goals for Economic Demand,
Student Success, and Innovation
4. Needs Analysis
• Define the capital problem in terms of building age, condition, functionality, health,
safety, code issues, etc.
• Describe the obvious and critical needs that are driving the project. For example:
o New space for enrollment demand
o Renovation/replacement
 Program mix changes
 Simplifying space relationships
o Accreditation needs
• Alternatives considered
o Programmatic and facility related
o Consequences of doing nothing
5. Issues Analysis
• Useful life of proposed facility
1
To account for online students in space planning we have defined two types of FTES:
Type 1: Day On Campus w/o Online Category 3N – Used for sizing classrooms and labs.
Type 2: Day On Campus plus Online of regardless of time of day – Used for everything else.
•
•
Discussion of sustainability – LEED Silver Standard required
How this project will impact deferred maintenance and repair backlog
6. Site Feasibility (Identify special issues related to the project where a new site is being
selected)
• Acquisition needs
• Mitigation and neighborhood related issues
• Parking expansion directly related to the project
• Permit issues, variances required
• Utility and other infrastructure needs
• Storm water and other environmental issues
• Roads and traffic signals
• Department of Archaeology and Historic Preservation and tribal reviews
7. Space Utilization
• Provide Fall 2014 utilization of classrooms, laboratories and all instructional areas on
campus. See Appendix C for guidelines on determining utilization.
NEW
• New programs; changing mix of programs
• New space and what happens to vacated space – is it renovated or demolished?
• Need and availability of surge space
• Flexibility and adaptability of proposed space
8. Capital Cost Development
• Prediction of overall project cost
• Comparisons of $/FTE to similar Washington community and technical college projects
• Anticipated funding sources
9. Operating Budget Impacts
• Anticipated annual impact on the college’s operating and maintenance budget in both
Program 090 FTES and M&O cost, including but not limited to:
o Janitorial costs
o Utility costs
o Technology – infrastructure and technician support; voice, data and video
communication
o Capital maintenance, general repair and furniture/equipment replacement
o Roads, walks, landscaping and grounds maintenance
o Security
o Administration
10. Schedule
• Listing of major project milestones and approximation of dates: predesign, design, bid,
notice to proceed, substantial completion and final contract close-out
11. Implementation
• Timing of the budget request and college priority
• Justification for desired method of construction – Design-Bid-Build, GC/CM, or Design Build
2
Attachments
• Cost Estimate on OFM C100 form in Excel format
• Completed Project Parameters form
• Minimum and Overarching Criteria form with college responses
NEW
• DAHP and Tribal review of proposed project as required under Executive Order 05-05
• Estimating documents supporting special needs, mitigation or extenuating circumstances
associated with the project
Diagrams and Sketches
• Site map showing project location
• Preliminary drawings and sketches
Appendices (required where cited in proposal)
• Any site-specific materials important to the project – structural engineering report,
geotechnical report, traffic studies, etc.
• Selected material from Facility Condition Survey
• Selected material from the master plan and strategic plan that ties directly to the scoring
criteria
• Completed LEED checklist
• Other relevant material where referenced in proposal may be included as appendices
NEW
Format Expectations
• Narrative should follow headings from this set of guidelines.
• Length should not exceed 20 pages, single-spaced (excluding project cost, diagrams and
sketches, appendices, cover sheet, title page and table of contents); type font should be
Times New Roman 12 point and margins should be one inch.
• Colleges should provide hyper-links between claims and data in the proposal.
• Colleges should submit proposals in editable electronic formats (PDF, Excel, Word, etc.)
to SBCTC Capital Budget Director for distribution to the evaluation team. The project
narrative and cost estimates may not be scanned (raster) documents and should have no
security feature that makes it difficult to copy information from them.
• SBCTC may forward copies of the Project Request Reports to OFM, WSAC and
legislative staff upon completion of the selection process.
3
Project Parameters
Type of Space
Renovation of Existing
Square Footage
(S1)
New Space
(S2)
Demolished Area
(S3)
Total Affected Area
(S4 = S1 + S2)
Net Area Change = New – Demo
S5 = (S2 – S3)
Costs
Dollars
Percent
Percent
Acquisition
Consultant Services
Construction Contracts (w/o eligible Infrastructure)
Ca
Eligible Infrastructure Contracts (from C100)
Cb
Equipment
Artwork
Other Costs
Project Management
Total Project Cost (C1)
Funding
Dollars
Percent
State Appropriation
Financed – backed by State Appropriation
Local Funds – Cash (see list of qualifying funds)
Ma
Financed – backed by Local Funds
Mb
Total Project Funding
(F1)
Matching
(Ma+Mb)
Variance = Cost – Funding
(C1 – F1)
Project Weighting
Equivalent Area
Percent
Matching
(M4 * S4)
M4 = 2 * (Ma+Mb)/F1
Infrastructure
(I4 * S4)
Renovation
(R4 * S4)
Replacement
(P4 * S4)
New
(N4 * S4)
Total
S4
I4 = min(Cb/(Ca+Cb),(1M4))
R4 = (S1 * (1-M4-I4))/
(S1+S5+min(S2,S3))
P4 = (min(S2,S3) * (1-M4I4))/(S1+S5+min(S2,S3))
N4 = ((S5)*(1-M4-I4))/
(S1+S5+min(S2,S3))
M4+R4+P4+N4
4
(Ma+Mb) / F1
NEW
2017-19 Category Weighting
The following values represent a system without any differential category weighting.
Overarching Weighting (O2)
Matching Fund Weighting (M2)
Infrastructure Weighting (I2)
Renovation Weighting (R2)
Replacement Weighting (P2)
New Area Weighting (N2)
5
1.00
1.00
1.00
1.00
1.00
1.00
2017-19 Minimum and Overarching Criteria Points
Evaluation Criteria
College Response
Scoring Standard
Affected buildings are at a single site.
College Response
Project does not include improvements to
temporary or portable facilities.
Project is not a gymnasium or recreational
facility.
Project is not an exclusive enterprise function
such as a bookstore, dormitory or contract
food service.
Project is not dependent on another project in
the current request.
Project meets LEED Silver Standard
requirements.
College has a Greenhouse Gas Emission
Reduction plan.
The facility is state-owned or a condominium
interest is held (state capital funds cannot be
spent on leased space).
Project will take more than one biennium.
And, project costs at least $5,000,000 and
does not exceed 70,000 gsf without WACTC
Capital Budget Committee approval.
If project includes renovation or replacement,
then affected buildings have been owned by
the college for 20 years at the time of the
request.
If project includes renovation, then the project
extends the useful life of the affected building
at least 20 years.
If project includes renovation, then the cost
does not exceed 80% of the current
replacement cost.
Fall 2014 space utilization relative to
standards and other proposals. Standards are:
Classroom seats used 22 hours per week.
Laboratory seats used 16 hours per week.
Add up points from each category: (Max 14)
Directly tied to facilities master plan
Directly tied to objectives in strategic plan
College Response
College Response
College Response
College Response
College Response
College Response
College Response
NEW
College Response
College Response
College Response
Effective use of existing facilities
NEW
Ability to enhance state and
institution’s achievement of goals
Includes partnerships with K-12, 4 yrs, business, etc.
Project includes at least seven of the best
practices identified in Appendix A to reduce
greenhouse gas emissions.
Overarching Subtotal (O1)
Overarching Weighting (O2)
Overarching Weighted Subtotal (O3 = O1 x O2)
Overarching Portion of Project (O4)
Overarching Points (O5 = O3 x O4)
6
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Up to 9 points
4
4
4
2
2017-19 Matching Fund Points
(used when project includes non-state resources)
Evaluation Criteria
Project clearly benefits students
Demonstrated need
Reasonableness of cost
Project completion timeline
Project schedule
Project feasibility
Scoring Standard
Add up points from each category: (Max 4)
Increases program access
Increases efficiency
Improves service to students
Simplifies space relationships
Serves a critical need
Enhances program delivery
Improves space
Not addressed
Total project cost is less than or equal to the
expected cost per square foot for the facility
type, escalated to the construction mid-point.
See Appendix B.
Project cost is between 100% and 137% of
expected cost.
Project cost is more than 137% of expected
cost.
All matching funds available at time proposal
is submitted.
All matching funds will be raised before
construction is completed.
Matching funds will continue to be raised
after construction is completed.
Project and funding milestones are clearly
identified.
Project schedule w/o a funding schedule.
Schedule is uncertain or not evident.
Assessment of the likelihood of success and
good local participation
Matching Fund Subtotal (M1)
Matching Fund Weighting (M2)
Matching Fund Weighted Subtotal (M3 = M1 x M2)
Matching Fund Portion of Project (M4)
Matching Fund Points (M5 = M3 x M4)
Qualifying Non-State Resources
Foundation Resources
Cash Donations
Private Grants
Federal Funds awarded for
Capital Construction
3
3
3
3
20
10
3
0
7
3
0
10
3
0
10
3
0
Up to 18 points
Non-Qualifying Resources
S & A Balances or Fees
Enterprise Funds
Parking Fees
COP Funds
7
NEW
2017-19 Infrastructure Points
(used when project includes qualified site costs)
Evaluation Criteria
Program need
Serves new building area in this
proposal or existing college
facilities. Existing college need is
measured as gross square footage
of existing buildings served by
infrastructure relative to entire
college gross square footage.
Reasonableness of cost
Provide a separate C100 for the
Infrastructure work.
Provide detailed log from previous
year(s) with costs for maintenance
and repair if replacing existing
infrastructure.
Risk mitigation
Age of infrastructure being
replaced at the date of the proposal
relative to average life of type of
infrastructure. See Appendix D for
average lives.
Suitability for long term financing
Average life of new or replaced
infrastructure. Provide engineer’s
opinion of average life if not
replacing entire infrastructure with
new. See Appendix D for
calculating average lives.
Scoring Standard
Infrastructure serves new building area
constructed in this proposal. Or, serves 100%
of the existing college.
Serves 80% or more, and less than 100% of
the existing college.
Serves between 40% and 80% of college of
the existing college.
Serves 40% or less of the existing college.
Infrastructure costs less than 5% of the total
project. Or, infrastructure cost divided by
previous average annual costs is twenty, or
less.
Infrastructure costs 5%, or more, and less than
10% of the total project. Or, infrastructure
cost divided by previous average annual costs
is greater than twenty and less than fifty.
Infrastructure costs 10%, or more, and less
than 15% of the total project. Or,
infrastructure cost divided by previous
average annual costs is fifty, or more, and less
than one hundred.
Infrastructure costs 15% or more of the total
project. Or, infrastructure cost divided by
previous average annual costs is one hundred,
or more.
Infrastructure serves new area building
constructed in this proposal. Or, infrastructure
age is at least 200% of the average life.
Infrastructure is 100% to 200% of average
life.
Infrastructure is less than 100% of average
life.
Average life of new infrastructure is more
than 30 years.
Average life of new infrastructure is more
than 25 years and less than 30 years.
Average life or new infrastructure is 20
through 25 years.
Average life of new infrastructure is less than
20 years.
Infrastructure Subtotal (I1)
Infrastructure Weighting (I2)
Infrastructure Weighted Subtotal (I3 = I1 x I2)
Infrastructure Portion of Project (I4)
Infrastructure Points (I5 = I3 x I4)
8
20
15
10
0
30
15
5
0
12
6
0
15
10
5
0
Qualifying Infrastructure
Electrical, potable water, sewer, natural gas,
storm water, fire protection, emergency
access roads, and communication work more
than five feet outside of a building’s
foundation, unless it is connecting to a
building with no other work in the project in
which case the infrastructure may terminate
inside the building.
Non-qualifying Infrastructure
Landscaping that is not disturbed by
qualifying infrastructure work, roads (except
emergency access), driveways, parking lots
and walkways.
9
2017-19 Renovation Points
(used when project includes renovated space)
Evaluation Criteria
Age of the building or portion
of building being renovated
Scoring Standards
Over 50
41 – 50
36 – 40
31 – 35
26 – 30
20 – 25
< Less than 20 years
Condition of the building or
Greater than 600
portion of building being
526 - 600
renovated
476 - 525
451 - 475
351 - 450
276 - 350
0 - 275
Reasonableness of cost of the
Total project cost is less than or equal to the
renovated portion of the
expected cost per square foot for the facility type,
building
escalated to the construction mid-point. See
Appendix B.
Project cost is between 100% and 111% of
expected cost.
Project cost is between 111% and 137% of
expected cost.
Project cost is more than 137% of expected cost.
Program related
(Assignable Square Feet)
Percentage of
improvements in the
total
renovated portion of Classroom, labs
the project
Student Services
Library
Childcare
Faculty offices
Administrative
Maintenance/Central Stores/Student Center
Significant health, safety and
Add up points from each category (Max 8)
code issues addressed in the
Seismic issues (documentation by a Structural
renovation
Engineer is required)
Life safety
ADA access (provide recent compliance review)
Energy code issues
Extension to renovated portion
31 + years
of building’s life
26 – 30 years
20 – 25 years
Fitness for Use of the renovated To what extent does the proposed renovation
portion of the project
address the existing deficiencies and project
objectives?
Renovation Subtotal (R1)
Renovation Weighting (R2)
Renovation Weighted Subtotal (R3 = R1 x R2)
Renovation Portion of Project (R4)
Renovation Points (R5 = R3 x R4)
10
16
13
11
8
5
2
0
2
11
16
11
2
0
-5
10
8
2
0
x score
13
13
13
11
8
5
2
2
2
2
2
8
5
2
Up to 7 points
Total
2017-19 Replacement Points
(used when project includes demolition)
Evaluation Criteria
Age of the building or portion
of building being replaced
Scoring Standard
Over 50
41 – 50
36 – 40
31 – 35
26 – 30
20 – 25
< Less than 20 years
Condition of building or
681 – 730
portion of building being
601 – 680
replaced
526 – 600
476 – 525
451 – 475
351 – 450
276 – 350
0 – 275
Reasonableness of cost of the
Total project cost is less than or equal to the expected
replacement portion of the
cost per square foot for the facility type, escalated to
project
the construction mid-point. See Appendix B.
Project cost is between 100% and 111% of expected
cost.
Project cost is between 111% and 137% of expected
cost.
Project cost is more than 137% of expected cost.
Program related
(Assignable Square Feet)
Percentage of
improvements in the
total
replacement portion
Classroom, labs
of the project
Student Services
Library
Childcare
Faculty offices
Administrative
Maintenance/Central Stores/Student Center
Significant health, safety and
Add up points from each category (Max14)
code issues addressed by the
Seismic issues (documentation required)
replacement portion of the
Life safety
project
ADA access
Energy code issues
Fitness for Use of the
To what extent does the proposed replacement address
replacement portion of the
the existing deficiencies and project objectives?
project
Replacement Subtotal (P1)
Replacement Weighting (P2)
Replacement Weighted Subtotal (P3 = P1 x P2)
Replacement Portion of Project (P4)
Replacement Points (P5 = P3 x P4)
11
14
12
9
7
5
2
0
14
12
9
7
5
2
0
-5
16
12
5
0
x score
12
12
12
9
7
5
2
5
5
2
2
Up to 7 points
Total
2017-19 New Area Points
(used when project has a net increase in area)
Evaluation Criteria
Enrollment trends
(Projected change in FTE for
entire college. Scoring of this
may be based on college or
State Board projections at the
scorer’s discretion.)
Efficient use of new area
(Project net new gross square
footage divided by projected
change in FTE.)
Efficient use of existing space
– utilitzation
(See Appendix C for
guidelines on determining
utilization.)
Comprehensive project
planning for new area
Reasonableness of cost of the
new area – efficient utilization
of funds
(Building being proposed)
Scoring Standard
Over 100 FTE/year
76 – 99 FTE/year
50 – 75 FTE/year
36 – 49 FTE/year
26 – 35 FTE/year
0 – 25 FTE/year
GSF/FTE is less than or equal to 125.
GSF/FTE is greater than 125 and less than 140
GSF/FTE is at least 140 and no more than 165
GSF/FTE is greater than 165
If Lab utilization was at least 18 and Class utilization
was at least 24.
If Lab utilization was at least 16 but less than 18 and
Class utilization was at least 22 but less than 24
If either Lab utilization was less than 16 or Class
utilization was less than 22.
Add up points from each category:(Max 24)
Space improves program delivery and student support
Programs and student support space are identified by
usage and square footage
Location of project is identified by site
Special initiatives beyond participation rates
Reasonable cost estimate and building efficiency
Expected building life – 50 years or greater
Add up points from each category: (Max 24)
Project Cost/Projected Net new FTE due to project,
relative to other proposals.
Total project cost is less than or equal to the expected
cost per square foot for the facility type, escalated to
the construction mid-point. See Appendix B.
Project cost is between 100% and 111% of expected
cost.
Project cost is between 111% and 137% of expected
cost.
Project cost is more than 137% of expected cost.
New Area Subtotal (N1)
New Area Weighting (N2)
New Area Weighted Subtotal (N3 = N1 x N2)
New Area Portion of Project (N4)
New Area Points (N5 = N3 x N4)
12
22
19
17
12
7
2
6
4
2
0
6
3
0
Up to 10
Up to 5
2
2
3
2
2
17
12
5
0
NEW
Appendix A – Best Practices to Reduce Greenhouse Gas Emissions
Included
in Project?
System / Best Practices
Mechanical
Solar water heating
Above code HVAC system efficiency
Use natural gas instead of electricity for heating
Geothermal heat pump
Post occupancy commissioning
Electrical
Photovoltaic energy systems
Time of day and occupancy programming of lighting
Efficient lighting
Envelope
Minimize building surface area for necessary floor area
Roofing materials with high solar reflectance and reliability
Green roofs to absorb heat and act as insulators for ceilings
Site
Orient building for natural light and reduced heating and cooling
loads
Trees and vegetation planted to directly shade building
Paving materials with high solar reflectance, enhanced water
evaporation, or otherwise designed to remain cooler ore require
less lighting than conventional pavements
Increase transportation choices – drive, walk, bike or public
transit
Total number of these best practices included in project:
13
Appendix B – Expected Cost Ranges
EXPECTED PROJECT COSTS IN 2008 DOLLARS
The following data is from the Facilities Financing Study dated December 10, 2008, prepared by
Berk & Associates, http://www.ofm.wa.gov/budget/capital/higher_ed_capital_finance_study.pdf.
This study was completed in response to Engrossed Substitute House Bill 3329, enacted by the
2008 Legislature. The CTC Libraries data are based on recently completed projects at
Washington State’s community and technical colleges.
Facility Type
Classrooms
Communications buildings
Science labs (teaching)
Research facilities
Administrative buildings
Day care facilities
CTC Libraries
Number
of Data
Points
19
5
16
12
9
4
4
Construction Costs / GSF
Std Dev
$57
$68
$66
$61
$36
$24
$56
Best Fit
$297
$267
$309
$440
$218
$199
$255
Total Project
Costs / GSF
Expected Cost
$420
$378
$437
$623
$309
$283
$361
ADJUSTING EXPECTED COSTS TO CONSTRUCTION MID-POINT
The following data is based on the May 2012 Global Insight forecast for state and local
government spending and is to be used for adjusting the expected costs from July 1, 2008, to the
mid-construction date for comparison to project estimates.
Mid-construction Date
Expected Cost Multiplier
Mid-construction Date
Expected Cost Multiplier
7/1/2008
1.000
5/15/2016
1.302
2/14/2012
1.109
8/15/2016
1.313
5/15/2012
1.119
11/14/2016
1.323
1.127
2/14/2017
7/16/2012
8/15/2012
Update1.130
with latest Global Insight
forecast.
5/16/2017
1.333
1.342
11/14/2012
1.140
8/16/2017
1.350
2/14/2013
1.150
11/15/2017
1.358
5/16/2013
1.160
2/14/2018
1.365
8/16/2013
1.171
5/16/2018
1.372
11/15/2013
1.181
8/16/2018
1.379
2/14/2014
1.192
11/15/2018
1.386
5/16/2014
1.204
2/14/2019
1.392
8/16/2014
1.215
5/16/2019
1.398
11/15/2014
1.227
8/16/2019
1.404
2/14/2015
1.240
11/15/2019
1.410
5/16/2015
1.253
2/14/2020
1.416
8/16/2015
1.266
5/15/2020
1.422
11/15/2015
1.279
8/15/2020
1.428
14
2/14/2016
1.291
11/14/2020
1.434
SAMPLE PROJECT FOR DEMONSTRATION OF EXPECTED COST RANGES
Construction Mid-point:
Expected Cost Multiplier:
Project GSF:
5/16/2018
1.372
65,000
from Appendix B
S1 + S3 from Project Parameters
Facility Type
Expected Cost
/ GSF in 2008$
Expected Cost
/ GSF
Classrooms
GSF by
Type
Expected Cost
$420
$576
39,000 $
Communications buildings
$378
$519
- $
Science labs (teaching)
$437
$600
13,000 $
Update with
latest Global Insight
Research facilities
$623
$855 forecast.
- $
Administrative buildings
$309
$424
13,000 $
Day care facilities
$283
$388
- $
CTC Libraries
$361
$496
- $
65,000
$
$
$
Point
Thresholds
22,473,360
7,794,332
5,511,324
35,779,016
39,714,708
49,017,252
100%
111%
137%
The Project Cost (C1) less the Infrastructure Cost is compared to the Expected Cost for determination of
Reasonableness of Cost points. When submitting a proposal with Infrastructure, please provide a separate C100
for the Infrastructure work so the costs can be easily identified.
Expected Cost / GSF = Expected Cost / GSF in 2008$ * Expected Cost Multiplier
GSF by Type = ASF by Type / Sum(All ASF) * GSF
15
Appendix C – Utilization
NEW
Utilization is used to compare the level of use of instructional facilities at different locations. The
methodology is based on the 1994 Higher Education Coordinating Board standards for classroom
and laboratory facility utilization available herehttp://www.wsac.wa.gov/sites/default/files/FacilitiesEvaluationandPlanningGuide.pdf.
The contact hours are totaled for classrooms, laboratories and other facilities used for instruction
in the first week of the preceding fall quarter and compared to the capacity of these spaces. The
weekly utilization rate is equal to the contact hours divided by room capacity during a nine-hour
day. The nine-hour day starts when each specific room is first used. The capacity is generally the
number of student seats designed to be available in the room. If another standard is used it should
be described in the analysis.
The capacity of non-traditional classrooms will be the maximum number of students that can be
accommodated by the space at a given time. For example, if there is a room used for hands-on
automotive repair instruction, two students can work on an automobile at a time, and the room
can hold ten automobiles, then the capacity of this room would be twenty students.
Colleges can either calculate their facility utilization using the room scheduling software in
ctcLink, called 25Live, or with a spreadsheet provided by the State Board.
16
Appendix D – Average Useful Life of Infrastructure
NEW
The following average useful lives are used in accounting for depreciating assets. Since this is an
average, about half of the infrastructure is expected to last longer. Projects involving
infrastructure with different average lives shall use a cost weighted average life for scoring
relative to the criteria. If replacing existing infrastructure, the proposal will have both the cost
weighted average useful life of the existing and proposed infrastructures.
Infrastructure
Electrical Service/Distribution –
underground
Electrical Utility Pole
Electrical Transformer – pad mounted
Electrical Transformer – in vault
Electrical Generator – free standing
Potable Water – piping
Potable Water – meters
Sewer lines – concrete
Sewer lines – brick
Sewer lines – metal
Storm drains – plastic
Storm drains – cast iron
Storm drains – metal corrugated
Storm drains – concrete
Storm drains – ditch/trench
Telecommunication – fiber optic
conductors
Telecommunication networks between
buildings2
Inter building communication
infrastructure3
Other 4
Average Useful
Life 1
20
Estimated Cost
Cost Weighted
Life
20
5
5
5
25
25
50
90
40
25
30
30
40
100
5
7.5
25
A = sum of
Estimated Costs
Subtotals
B = sum of Cost
Weighted Lives
B/A
Cost Weighted Average Useful Life
Notes:
1
Average Useful Life in years is from Section 30.50.10 of the State Administrative &
Accounting Manual Issued by Office of Financial Management unless otherwise noted.
2
California State University Capital Asset Guide, April 2012.
3
University of New Mexico Design Guidelines for Information Technology Infrastructure
Facilities.
4
Provide copy or link to Other data used in analysis.
17
Capital Asset Model, adopted February 7, 2013
Assignable Square Feet per FTE Student
Academic FTE
Vocational FTE
Basic Skills FTE
First
First
First
FTE
1,000
Additional
1,000
Additional 1,000 Additional
Type of Space
Type
General Classroom
1
12.4
12.4
7.5
7.5
N/A
N/A
Basic Skills
2
N/A
N/A
N/A
N/A
27.6
27.6
Science Lab
1
6.0
6.0
3.5
3.5
N/A
N/A
Computer Lab (open)
2
3.2
3.2
3.2
3.2
3.2
3.2
Music
2
A one-time allowance of 4,000 asf @ CCs only
Art
2
A one-time allowance of 6,000 asf @ CCs only
Drama
2
A one-time allowance of 5,000 asf @ CCs only
Physical Education **
2
26.0
10.0
N/A
N/A
N/A
N/A
Library
2
16.8
8.5
16.8
8.5
16.8
8.5
Faculty Office
2
8.1
8.1
10.8
10.8
8.1
8.1
Admin/Student Services
2
8.98
5.13
8.98
5.13
8.98
5.13
Student Center & Related
2
13.19
7.97
13.19
7.97
13.19
7.97
Childcare
2
3.4
3.4
3.4
3.4
3.4
3.4
Central
Stores/Maintenance
2
7.0
4.0
4.0
4.0
7.0
4.0
Auditorium
2
A one-time, total space of 9,000 asf @ CCs and TCs
FTE Type 1: Day On Campus w/o Online (Category 3N)
FTE Type 2: Day On Campus plus Online of same intent regardless of time of day
* Vocational space will be included in the CAM based on a formal analysis of space needs by program
and projected enrollment growth.
** Calculation based on first 500 FTE.
18
TAB 5
2017-19 Capital Budget
Development Criteria
February 4, 2015
Wayne Doty, SBCTC Capital Budget Director
Ed Brewster, 2014-15 WACTC Chair
& Grays Harbor College President
Discussion Outline
• Governor’s Proposal for 2015-17
• SBCTC Capital Policy Objectives
• Proposed Major Project Selection Criteria for 2017-19
• WACTC Recommendations:
• Adopt Major Project Criteria
• Limit Competition
• Next Steps
• Questions
2
2015-17 request compared to the Governor’s proposal
Priority
Type
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
O&M Fund Swap
Minor Works - Preservation
Minor Works - Preservation
Minor Works - Preservation
Minor Works - Preservation
Minor Works - Program
Major Project - Construction
Major Project - Construction
Major Project - Construction
Major Project - Construction
Major Project - Construction
Major Project - Design
Major Project - Construction
Major Project - Design
Major Project - Design
Major Project - Design
Major Project - Construction
Major Project - Design
Major Project - Design
Major Project - Design
Major Project - Construction
Major Project - Design
Major Project - Design
Major Project - Design
College
Project
Statewide
O&M Fund Swap
Statewide
Emergency Repairs and Improvements
Statewide
Roof Repairs
Statewide
Facility Repairs
Statewide
Site Repairs
Statewide
Minor Program Improvements
Olympic
College Instruction Center
Centralia
Student Services
Columbia Basin Social Science Center
Peninsula
Allied Health and Early Childhood Dev Center
South Seattle
Cascade Court
Big Bend
Professional-Technical Education Center
Renton
Automotive Complex Renovation
Spokane
Main Building South Wing Renovation
Highline
Health and Life Sciences
Clover Park
Center for Advanced Manufacturing Technologies
Edmonds
Science Engineering Technology Bldg
Wenatchee
Wells Hall Replacement
Olympic
Shop Building Renovation
Pierce Fort Steilac Cascade Building Renovation - Phase 3
Whatcom
Learning Commons
South Seattle
Automotive Technology
Bates
Medical Mile Health Science Center
Shoreline
Allied Health, Science & Manufacturing
SBCTC Request
New Approp.
Cumulative 1
$22,800,000
$19,360,000
$12,534,000
$20,733,000
$2,829,000
$24,200,000
$48,516,000
$33,627,000
$15,596,000
$26,868,000
$31,512,000
$2,040,000
$16,915,000
$2,823,000
$2,932,000
$3,144,000
$35,126,000
$2,416,000
$823,000
$2,940,000
$31,332,000
$1,874,000
$2,898,000
$3,060,000
Total:
$22,800,000
$42,160,000
$54,694,000
$75,427,000
$78,256,000
$102,456,000
$150,972,000
$184,599,000
$200,195,000
$227,063,000
$258,575,000
$260,615,000
$277,530,000
$280,353,000
$283,285,000
$286,429,000
$321,555,000
$323,971,000
$324,794,000
$327,734,000
$359,066,000
$360,940,000
$363,838,000
$366,898,000
$366,898,000
Governor's 18Dec14 Psl
New Approp.
Cumulative 1
$22,800,000
$19,360,000
$12,534,000
$20,733,000
$2,829,000
$24,200,000
$48,516,000
$31,209,000
$14,505,000
$23,553,000
$28,005,000
$2,040,000
$15,104,000
$2,823,000
$2,932,000
$3,144,000
$0
$0
$0
$0
$0
$0
$0
$0
Total:
$22,800,000
$42,160,000
$54,694,000
$75,427,000
$78,256,000
$102,456,000
$150,972,000
$182,181,000
$196,686,000
$220,239,000
$248,244,000
$250,284,000
$265,388,000
$268,211,000
$271,143,000
$274,287,000
$274,287,000
$274,287,000
$274,287,000
$274,287,000
$274,287,000
$274,287,000
$274,287,000
$274,287,000
$274,287,000
GovPsl /
Request
100%
100%
100%
100%
100%
100%
100%
93%
93%
88%
89%
100%
89%
100%
100%
100%
0%
0%
0%
0%
0%
0%
0%
0%
75%
3
Impact of a 2015-17 budget like the Governor’s proposal:
Over the past several years, a project added to the State Board’s request has stayed in the
pipeline until it was funded, future projects were added below it, and each request was sized
to be obtainable within projected funding levels.
These strategies allow colleges to plan with more certainty, reduces funding gaps between
design and construction of a project, and provides a consistent message about our priorities
to the Legislature.
Using these strategies, we estimated there would be capacity for three new projects in our
2017-19 request. A 2015-17 budget that does not fund the construction of the projects that
have already been designed is likely to result in no capacity for new projects in 2017-19.
The WACTC has begun discussing strategies that would be appropriate given different
funding scenarios. Once the 2015-17 budget is known, the State Board may want to consider
changing how we manage the pipeline or reconsider their decisions about the 2017-19
selection.
4
Looking Forward…
5
System Direction and Mission Study Goals
Economic Demand – Strengthening state and
local economies by meeting the demands for a
well-educated and skilled workforce.
Student Success – Achieving increased
educational attainment for all residents across
the state.
Innovation – Using technology and innovation
to meet the demands of the economy and
improve student success.
6
Policy objectives of the SBCTC capital budget request:
• Effective use of space
• Student-focused capital projects
• Sustainable and environmentally-friendly designs
• Partnerships with K12 and business
• Take care of existing facilities
• Repair/replace older buildings
• Address buildings in the worst shape
7
Proposed Changes to 2015-17 Criteria for 2017-19
The most significant change is the addition of an Infrastructure category that will allow
colleges to propose projects with significant infrastructure without impacting the
reasonableness-of-cost score for the building component of the project. The Infrastructure
category can also be used to propose stand-alone, non-building infrastructure projects to
address aging infrastructure on campuses.
The criteria now uses the college’s existing space utilization for some of the Overarching
points and to differentiate New Area proposals. Here, current space utilization is used to
complement the existing criteria for the efficient use of the proposed new space. There
were numerous clarifications and minor changes.
Similar to the 2015-17 selection criteria, a project can have any combination of Matching
Funds, Renovation, Replacement, New Area, and now Infrastructure. Each of these
categories has relevant criteria to differentiate the proposals during the scoring process.
8
Every major project is scored on a 100 point scale.
Overarching Criteria
Applies to every project. Has 23 potential points.
Matching
Criteria
Infrastructure
Criteria
Renovation
Criteria
Replacement
Criteria
New Area
Criteria
For projects with
non-state
funding.
For projects
with nonbuilding
infrastructure.
For projects
that include
renovation of
existing space.
For projects that
will demolish
existing space
and replace it
with new
construction.
For projects that
increase the
square footage
of a campus.
Category-specific criteria always totals 77 potential points.
9
Extension of building life
Square footage per new FTE
Use relative to capacity
6
6
9
12
4
4
New Area
Replacement
Renovation
Infrastructure
8
Student focused capital projects (107 points)
Increases program access, efficiency, improves services, and simplifies space relationships
Needed for new building or amount of existing campus served
Rate of projected enrollment growth (Demand)
Serves critical need
Tied to facilities master plan
Tied to college strategic plan
Types of space being renovated
Types of space being replaced
Matching
Policy Objective and Criteria
Effective use of space (29 points)
Overarching
Policy Objective and Criteria Cross-walk - Part 1 of 3
20
22
20
13
12
10
Partnerships with K12 and business (22 points)
Includes partnerships
Likelihood of success and local participation
4
Renovation
Infrastructure
10
New Area
2
7
Replacement
Cost per new FTE relative to other proposals
Cost relative to OFM expected cost per square foot by type of building
Include best practices to reduce greenhouse gas emissions
Level of schedule detail
When matching funds will be available to project
Matching
Policy Objective and Criteria
Sustainable and environmentally-friendly designs1 (74 points)
Overarching
Policy Objective and Criteria Cross-walk - Part 2 of 3
16
2
17
10
10
18
Taking care of existing facilities (52 points)
Comprehensive planning
Expected life of improvements
Renovation addresses deficiencies
Replacement addresses deficiencies
1
15
24
6
7
The objective for sustainability includes a sustainable funding level.
11
Age of building being renovated
Age of building being replaced
Age of infrastructure relative to average life
16
12
Address facilities in the worst shape (82 points)
Condition of building being renovated
Condition of building being replaced
Return on investment
Seismic, life safety, ADA or energy code issues
Category Total
16
30
23
77
77
New Area
Replacement
Renovation
Infrastructure
Matching
Policy Objective and Criteria
Repair/replace older facilities (42 points)
Overarching
Policy Objective and Criteria Cross-walk - Part 3 of 3
14
14
8
14
77
77
77
12
The sum of potential points related to each objective
gives us the approximate weighting of the objectives.
Related Potential Points
120
100
80
60
40
20
0
Partnerships with
K12 and
business
Effective
use of
space
Repair/
replace
older
facilities
Taking care
of existing
facilities
Sustainable
and
environmentally
friendly
designs
Address
facilities in
the worst
shape
Student
focused
capital
projects
13
WACTC recommendations for selection of new major
projects for the 2017-19 SBCTC capital request.
14
2017-19 Criteria for Selection of New Major Projects
SBCTC’s 2015-17 criteria updated
with input from WACTC, BAC, SS,
IC, OFC and SB staff.
Recommended by BAC Capital on
October 29, 2014.
Distributed to BAC and WACTC for
review on November 7, 2014.
Adopted with changes by WACTC
on December 11, 2014.
15
Last Major Project
Sorted oldest to newest
College
Walla Walla
Cascadia
Pierce Puyallup
Bellingham
Lake Washington
Everett 2
Lower Columbia
North Seattle
Skagit
South Puget Sound
Spokane Falls 2
Tacoma
Bellevue
Clark
Grays Harbor
Green River
Seattle Central
Yakima
2
Last Major Amount 2014$
2005-07
10,442,925
2007-09
33,362,218
2007-09
26,089,814
2009-11
29,736,852
2009-11
25,973,919
2011-13
32,351,228
2011-13
41,902,769
2011-13
24,074,877
2011-13
31,543,402
2011-13
31,153,417
2011-13
18,988,563
2011-13
40,346,956
2013-15
30,966,000
2013-15
36,910,000
2013-15
44,662,000
2013-15
29,129,000
2013-15
16,890,000
2013-15
20,834,000
2nd Designs already in pipeline for funding in 2017-19.
College
Bates
Big Bend
Centralia
Clover Park
Columbia Basin
Edmonds
Highline
Olympic
Peninsula
Pierce Fort Steilacoom
Renton
Shoreline
South Seattle
Spokane
Wenatchee
Whatcom
Last Major Amount 2014$
2015-17 *
38,778,627
2015-17 *
35,237,513
2015-17 *
32,437,226
2015-17 *
35,344,586
2015-17 *
15,044,190
2015-17 *
33,883,189
2015-17 *
25,834,412
2015-17 *
47,593,311
2015-17 *
25,917,369
2015-17 *
30,411,527
2015-17 *
16,316,522
2015-17 *
35,739,115
2015-17 *
32,204,752
2015-17 *
26,589,708
2015-17 *
27,651,753
2015-17 *
30,223,426
* Includes funding requested for 2015-17 and
construction funding in 2017-19 for the new
designs.
16
Limit Competition One More Time
It is recommended that the following ten colleges be eligible to submit one
proposal each for scoring and potential addition to the SBCTC capital pipeline in
2017-19:
• Bellingham
• Cascadia
• Lake Washington
• Lower Columbia
• North Seattle
• Pierce Puyallup
• Skagit
• South Puget Sound
• Tacoma
• Walla Walla
These colleges are eligible because they have not had a major project funded
since 2011-13 nor are they already in the pipeline for a future request.
17
Next Steps
 February 5, 2015 – State Board possible adoption of criteria
 March – April 2015 – Workshops on 2017-19 budget development process
 April 26, 2015 – Adjourn First 2015 Session
 December 2015 – College major project proposals due
 March 2016 – College minor program improvement project descriptions due
 May – June 2016 – State Board adoption of 2017-19 Capital Request
 September 2016 – Requests due to OFM
18
Questions
• Is the recommended 2017-19 major project scoring criteria
consistent with the Board’s policy objectives and goals?
• Should the competition for 2017-19 new major projects be
limited to the ten colleges as recommended by WACTC?
19
Regular Item
Feb. 5, 2015
Tab 6
Legislative Report and Intern Program
Brief description
The State Board will be briefed on the status of the 2015 legislative session including priority legislation
and progress toward reaching key priorities for the community and technical college (CTC) system as
outlined in the 2015 Session Advocacy Plan.
The board will also be briefed regarding the SBCTC legislative internship program and the key role
CTC students are playing this legislative session.
How does this link to the System Direction, Mission Study and Policy Focus
Creating a robust advocacy plan that identifies targeted, key messages throughout the legislative session
supports goals outlined in the System Direction, Mission Study and Board Policy Focus in three major
categories:
• Student success: increase statewide access, attainment and completion
• Economic development: strengthen the state’s economy through business and labor partnerships
to narrow skill gaps and meet emergent workforce needs
• Innovation: leverage technology and other resources to identify creative solutions that lead to
student completion.
Background information and analysis
To assist with meeting legislative goals adopted by the CTC system, a coordinated advocacy plan has
been launched. In addition, there are multiple ways in which the CTC system is impacting legislative
issues.
The legislative session began Monday, Jan. 12 and is expected to last 105 days with the possibility of a
special session depending on budget discussions between the governor, Senate and House. The CTC
system is conducting legislative outreach on multiple levels and in a variety of ways.
•
•
•
Testimony: CTC representatives have presented before legislative committees multiple times
regarding issues such as the Governor’s budget proposals, an overview of the CTC system and
legislative priorities, dual credit, tuition, college affordability, financial aid and STEM education.
Meetings: In addition to the executive director and legislative director, college representatives
and CTC students have been meeting with legislators to discuss the system’s legislative priorities
and promoting the value of a two-year college education as a critical step in strengthening the
state’s economy and workforce.
Monitoring legislation: SBCTC Government Relations and policy staff are monitoring a
number of bills that, if passed, would impact our colleges and service delivery in a variety of
ways.
Communication
Keeping the CTC system informed of legislative activity is key to overall legislative success. There are a
variety of ways in which SBCTC Government Relations provides information to, and solicits feedback
from, the CTC system during session:
• Joint Legislative Committee call
• WACTC call
• System meetings
•
•
•
Tab 6
Legislative Strategy meetings
Legislative News blog
Weekly messages, per the advocacy plan outlined below
2015 Session Advocacy Plan
Adopted by the State Board in December 2014, the 2015 Session Advocacy Plan builds on current best
practices of legislative relations throughout the CTC system. This plan has launched strategic legislative
messaging each week during the legislative session. It creates an ongoing dialogue between the CTC
system and statewide decision-makers during session and beyond. Note: information below may be
adjusted depending on the pace and timing of session-related activities.
January
Date
Week 1
(Jan. 12 – 16)
Week 2
(Jan. 19 – 23)
Week 3
(Jan. 26 – 30)
Week 1
(Feb. 2 – 6)
Week 2
(Feb. 9 – 13)
February
Week 3
(Feb. 16 – 20)
Week 4
(Feb. 23 – 27)
CTC advocates
State Board, CTC
system leadership
Presidents
•
•
•
Trustees, students
•
•
Presidents,
faculty/staff
•
•
Trustees
•
•
State Board,
presidents
•
•
Trustees, students
•
March
Week 1
(March 2 – 6)
State Board,
presidents
Week 2
(March 9 – 13)
Trustees
Week 3
(March 16 – 20)
State Board,
students
Week 4
(March 23 – 27)
•
•
•
•
•
•
•
Presidents
•
2
Message(s) to stakeholders
Welcome to session
CTC system overview
2015 CTC system legislative
priorities (operating, capital, policy)
Promote the value of CTCs
(economic engines, skilled
workforce, college/career pathway
for living wage jobs, etc.).
2015 CTC legislative priorities:
faculty, staff compensation
General ROI for investing in CTCs
2015 CTC legislative priorities: basic
education for adults
General ROI for investing in CTCs
2015 CTC legislative priorities: SAI,
performance funding
General ROI for investing in CTCs
2015 CTC legislative priorities:
services for students (advising, career
counseling, completion coaches,
navigators, etc.
General ROI for investing in CTCs
2015 CTC legislative priorities: math
pathways, MESA Community
College Program
General ROI for investing in CTCs
2015 CTC legislative priorities:
workforce innovation
General ROI for investing in CTCs
2015 CTC legislative priorities:
Opportunity Grants, support for State
Need Grant
General ROI for investing in CTCs
2015 CTC legislative priorities:
capital projects
General ROI for investing in CTCs
Status
√
√
√
*CTC
Legislative
Open
House is
March 26
Week 5
(March 30 – April 3)
April
•
State Board, CTC
system leadership
Week 1
(April 6 – 10)
Trustees
Week 2
(April 13 – 17)
Presidents,
students
Week 3
(April 20 – 24)
State Board, CTC
system leadership
•
•
•
•
•
Tab 6
2015 CTC system legislative
priorities (operating, capital, policy)
General ROI for investing in CTCs
2015 CTC system legislative
priorities (operating, capital, policy)
General ROI for investing in CTCs
Promote the value of CTCs
(economic engines, skilled
workforce, college/career pathway
for living wage jobs, etc.).
2015 CTC system legislative
priorities
*Sine Die
is April 26
Legislative internship
As mentioned during the December 2014 State Board meeting, SBCTC has created an internship
program where two-year college students can learn about the legislative process, gain professional work
experience and earn college credit towards a certificate or degree.
Interns are responsible for representing the Washington Community and Technical College Student
Association (WACTCSA) by tracking bills, advocating for two-year college student priorities (see
Attachment A) and building a sustainable network of support among stakeholder communities. Work
includes attending and participating in legislative committee hearings, monitoring all relevant bill action
and ensuring CTC students are well represented throughout session.
Potential questions
•
•
Does the State Board have feedback about progress towards meeting system wide legislative goals?
Are there suggestions from State Board members about the advocacy plan and/or session outreach?
Recommendation/preferred result
The State Board will provide feedback and suggestions for legislative session messaging and outreach
activities.
Policy Manual change Yes ☐ No ☒
Prepared by: Alison Grazzini, legislative director
360-704-4394, agrazzini@sbctc.edu
3
TAB 6
Attachment A
Washington Community and Technical College Student
Association 2015 Legislative Agenda
This agenda represents the issues Washington State Community and
Technical College students have identified as their highest priorities for
advocacy during the 2015 Legislative Session.
Achieving Student Success: Redefining basic Education as K-14
By 2019, two-thirds of all WA jobs will require at least one year of college education.
Our state Community and Technical College funds are currently discretionary and
should be protected. Washington should redefine and fund basic education as K-14.
EBT on Campus
Students should be able to purchase food using Electronic Benefits Transfer (EBT)
cards on school campuses, but cannot do so currently because of the close proximity
between the purchasing area and the dining area. Learning institutions should be
exempt from “set distances” requirements. This will allow all CTCs to accept EBT.
Textbook Affordability
The high price of textbooks and course materials places an inordinate strain on students’
ability to afford school, and is an obstacle to student success. Funding should be
allocated to support the development and increased availability of open resource
materials. Corporate and/or publisher tax & restrictions should be considered for
shortened book edition publishing cycles.
Finding New Revenue Sources for Higher Education
In order to provide the education necessary for us to be competitive in today’s economy,
new and designated revenue sources are needed to support higher education in the
Community and Technical College System. The legislature should find ways to provide
dedicated funding by eliminating tax loopholes.